The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment

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Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, methodology): “Faylor, Beebe, Houser, and Mottet (2008) surveyed adult learners and found that trainer clarity was the only significant predictor of affective learning in a training environment.”
Are Choice-Making Opportunities Needed in the Classroom? Using Self-Determination Theory to Consider Student Motivation and Learner Empowerment. (2011, background): “Building on motivational research, learner empowerment also has been found to be integral to the learning process (Frymier, Shulman, & Houser, 1996; Houser & Frymier, 2009).”
Teacher Leadership and Intellectual Stimulation: Improving Students' Approaches to Studying through Intrinsic Motivation (2011, unknown): “Similar constructs in the instructional literature have been conceptualized and operationalized as student interest (Weber, Martin, & Cayanus, 2005; Weber & Patterson, 2000) and learner empowerment (Frymier, Shulman, & Houser, 1996; Houser & Frymier, 2009).”
Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, methodology): “As Comadena et al. (2007) concluded, teacher clarity and nonverbal immediacy play complementary roles in enhancing student learning (cf. Houser & Frymier, 2009), and thus, we combined nonverbal immediacy with teacher clarity and confirmation to examine instructor credibility as a mediator of these…”