S. Myers

Social Psychology · with Barton · 2001–2015

A researcher in the Science corpus: 10 papers; trusts 30 researchers and is trusted by 17 researchers here, as inferred from the citation graph.

Subfields

• Social Psychology — 74 citations into it; #1,534 of 15,694 by trust here, #4,984 by citations
• Education — 57 citations into it; #2,617 of 11,309 by trust here, #4,667 by citations
• Literature and Literary Theory — 14 citations into it
• Philosophy — 12 citations into it; #97 of 1,040 by trust here, #257 by citations
• Statistics and Probability — 10 citations into it
• Clinical Psychology — 8 citations into it
• Management Science and Operations Research — 8 citations into it
• Sociology and Political Science — 8 citations into it; #11,445 of 22,756 by trust here, #16,211 by citations

Whom S. Myers trusts overall

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

1. Kathleen Ellis
2. Paul Schrodt
3. Jason J. Teven
4. Ann Bainbridge Frymier
5. Joseph L. Chesebro
6. Rex Bryan Kline
7. B. Titsworth
8. Richard D. Gonzalez
9. Mark S. Granovetter
10. Andy Field

Who trusts S. Myers overall

1. K. Rocca
2. Alan K. Goodboy
3. Paul Schrodt
4. Brandi N. Frisby
5. Qin Zhang
6. Matthew M. Martin
7. San Bolkan
8. Jason J. Teven
9. Rebecca M. Chory
10. P. O’Keeffe

Papers from S. Myers's perspective

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

1. The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning
2. Perceived Teacher Confirmation: The Development and Validation of an Instrument and Two Studies of the Relationship to Cognitive and Affective Learning.
3. Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect
4. The relationships among teacher characteristics and perceived caring
5. The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness
6. Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice
7. The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication
8. Students' Appraisals of Instructors as a Function of Students' Perceptions of Instructors' Aggressive Communication
9. The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning
10. A meta‐analytical review of the relationship between teacher immediacy and student learning

Their papers

• Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom (2008) — 91 citations
• The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication (2004) — 122 citations
• Perceived aggressive instructor communication and student state motivation, learning, and satisfaction (2002) — 100 citations
• Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation (2001) — 113 citations
• Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009) — 93 citations
• Students' Motives for Communicating with their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender (2002) — 95 citations
• Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015) — 142 citations
• Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship (2012) — 88 citations
• The Relationships among Perceived Instructor Rapport, Student Participation, and Student Learning Outcomes (2008) — 90 citations
• The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008) — 210 citations