This report describes a study designed to assess the relationship of teachers’ affective communication with student evaluation of effectiveness at two times during a semester. Two questions were addressed: (1) Do student evaluations of affect and effectiveness change and (2) Does the relationship between affect and effectiveness change? The data suggests that there are moderate, but significant changes toward more negative perceptions from midterm and the end of the semester. The data also indicates that affect is significantly related to effectiveness overtime. Suggestions for future research are suggested.
Communication Quarterly
Volume 33, 1985 - Issue 4
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