The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

By Alan K. Goodboy, S. Myers. 2008

210 citations recorded by the source corpus.

A live lecture experiment was conducted where teacher confirmation was manipulated (i.e., not confirming, somewhat confirming, confirming) across three college courses. After the lecture, students completed a post test assessing positive (i.e., student communication motives, student participation) and negative (i.e., challenge behaviors) communication behaviors they might engage in while taking a course with this instructor. Additionally, students reported on traditional learning outcomes (i.e., cognitive learning, affective learning, state motivation, student satisfaction) resulting from the lecture manipulation. Collectively, results indicated that teacher confirmation resulted in (a) more student communication for the relational, functional, and participatory motives and less communication for the excuse-making motive, (b) more student participation, (c) less challenge behavior, and (d) greater cognitive learning, affective learning, state motivation, and satisfaction.

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Citations in the corpus

Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “Subsequent research explored the impact of perceived teacher confirmation on teacher perceptions and student outcomes including teacher credibility and evaluations (Schrodt, Turman, & Soliz, 2006), teacher power use (Turman & Schrodt, 2006), and student communication (Goodboy & Myers, 2008).”
Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation (2014, methodology): “For example, Goodboy and Myers (2008) found that instructor confirmation was associated with more frequent student participation, and another instructor interpersonal strategy, rapport building, has been associated with greater student participation, student motivation, and learning (Frisby & Martin”
The Development and Validation of the Student Communication Satisfaction Scale (2009, background): “…1990; Gorham, 1988; Plax, Kearney, McCroskey, & Richmond, 1986; Richmond, Gorham, & McCroskey, 1987), teacher confirmation (Ellis, 2000, 2004; Goodboy & Myers, 2008; Schrodt, Turman, & Soliz, 2006), and teacher affinity-seeking (Richmond, 1990; Roach & Byrne, 2001) are behaviors teachers…”
College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, background): “…state motivation because of its strong associations with effective teaching behaviors such as nonverbal immediacy (Kerssen-Griep & Witt, 2012), clarity (Comadena, Hunt, & Simonds, 2007), affinity seeking (Frymier, 1994), confirmation (Goodboy & Myers, 2008), and humor (Wanzer & Frymier, 1999).”
Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility (2009, methodology): “These variables were chosen because they represent several ways to examine student success in the classroom and have been associated with effective teaching behavior (Goodboy & Myers, 2008).”
Psychosocial Factors Predicting First-Year College Student Success (2013, unknown): “Goodboy and Myers (2008) found that a variety of student factors are associated with student satisfaction as a learning outcome.”
College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, background): “Previous reliability coefficients ranging from .95 to .96 have been reported for the summed scale (Ellis, 2000, 2004; Goodboy & Myers, 2008).”
Teacher Leadership and Intellectual Stimulation: Improving Students' Approaches to Studying through Intrinsic Motivation (2011, unknown): “Indeed, much of what instructors say or do in the classroom influences student motivation (for a review, see Waldeck, Plax, & Kearney, 2010) including teacher immediacy (Christophel, 1990), teacher power use (Richmond, 1990), and teacher confirmation (Goodboy & Myers, 2008).”
Instructional Dissent in the College Classroom (2011, background): “…can be reduced when instructors use expert and referent power (Myers, 1999), display nonverbal D ow nl oa de d by [ ] a t 1 4: 57 0 1 A ug us t 2 01 1 immediacy cues (Goodboy & Myers, 2009), maintain clarity (Simonds, 1998), and use teacher confirmation in their classrooms (Goodboy & Myers, 2008).”
Instructor–Student and Student–Student Rapport in the Classroom (2010, methodology): “In the classroom, several researchers have noted that when instructors engage in behaviors that are confirming, encouraging, and supportive, students are more likely to participate (Fassinger, 2000; Goodboy & Myers, 2008).”