Students' Perceptions of College Classroom Connectedness, Assimilation, and Peer Relationships

Abstract

In this study, we explored peer relationships in the college classroom and how they affected students' perceptions of classroom connectedness and organizational assimilation. Participants were 170 students enrolled in a variety of classes at a large mid-Atlantic university. Students enrolled in a course with information peers reported lower levels of classroom connectedness, familiarity with coworkers, and job competency than students enrolled in a course with either collegial peers or special peers. No differences were found between special and collegial peers on any outcome variable. Results indicated that students with higher-quality peer relationships experience greater feelings of connection with their classmates and are knowledgeable about the tasks they need to perform in the classroom.

Keywords:

• Classroom Connectedness
• Peer Relationships
• Organizational Assimilation

Acknowledgments

An earlier version of this study was presented at the 2013 conference of the Eastern Communication Association, Pittsburgh, PA.

Additional information

Notes on contributors

Michael Sollitto

Michael Sollitto (M.S., Murray State University, 2010) is a doctoral student in the Department of Communication Studies at West Virginia University

Zac D. Johnson

Zac D. Johnson (M.S., University of Tennessee, 2010) is a doctoral candidate in the Department of Communication Studies at West Virginia University

Scott A. Myers

Scott A. Myers (Ph.D., Kent State University, 1995) is a professor in the Department of Communication Studies at West Virginia University