Paul L. Witt

Social Psychology · 2001–2014

A researcher in the Science corpus: 9 papers; trusts 32 researchers and is trusted by 21 researchers here, as inferred from the citation graph.

Subfields

• Social Psychology — 83 citations into it; #1,842 of 15,694 by trust here, #2,293 by citations
• Education — 51 citations into it; #1,389 of 11,309 by trust here, #1,183 by citations
• Sociology and Political Science — 22 citations into it
• Demography — 18 citations into it
• Clinical Psychology — 16 citations into it
• Philosophy — 13 citations into it
• Literature and Literary Theory — 7 citations into it; #840 of 2,496 by trust here, #348 by citations
• Language and Linguistics — 5 citations into it

Whom Paul L. Witt trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Paul Schrodt
2. A. Koerner
3. Jeff Kerssen-griep
4. Joseph L. Chesebro
5. Ann Bainbridge Frymier
6. J. Mccroskey
7. Jon A. Hess
8. John P. Caughlin
9. Mark Lipsey
10. Marian L. Houser

Who trusts Paul L. Witt overall

1. Joseph P. Mazer
2. Fang-Yi Flora Wei
3. Mike Allen
4. Tracy Callaway Russo
5. Brandi N. Frisby
6. Paul Schrodt
7. Scott Titsworth
8. Qin Zhang
9. Jason J. Teven
10. Jeff Kerssen-griep

Papers from Paul L. Witt's perspective

Ordered by how strongly the researchers Paul L. Witt trusts endorse each paper. Same corpus, a different order for every researcher.

1. The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness
2. The teacher‐student relationship as an interpersonal relationship
3. Students' Appraisals of Instructors as a Function of Students' Perceptions of Instructors' Aggressive Communication
4. Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice
5. Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn
6. A meta‐analytical review of the relationship between teacher immediacy and student learning
7. Perceived Teacher Confirmation: The Development and Validation of an Instrument and Two Studies of the Relationship to Cognitive and Affective Learning.
8. The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning
9. The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication
10. The relationships among teacher characteristics and perceived caring

Their papers

• Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom (2008) — 91 citations
• A meta‐analytical review of the relationship between teacher immediacy and student learning (2004) — 505 citations
• An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning (2001) — 219 citations
• A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes (2009) — 172 citations
• A Meta-Analytical Review of Family Communication Patterns and their Associations with Information Processing, Behavioral, and Psychosocial Outcomes (2008) — 308 citations
• Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009) — 93 citations
• Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011) — 103 citations
• The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model (2006) — 327 citations
• A Meta-Analytical Review of the Demand/Withdraw Pattern of Interaction and its Associations with Individual, Relational, and Communicative Outcomes (2014) — 88 citations