![Sample our Communication Studies journals, sign in here to start your access, 2013 & 2014 volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5927/TOC-Subject-Sample-2021-Information-Science2.jpg"})
Abstract
This study explored the relationship between effective instructor behavior—instructor confirmation—and a potentially negative student behavior—instructional dissent. Previous studies demonstrate that student characteristics provide a limited explanation for how students express dissent (e.g., Goodboy & Myers, Citation2012). Thus, scholars have begun to investigate the influence of instructor behaviors along with student characteristics to understand why students express dissent (LaBelle, Martin, & Weber, Citation2013). This study revealed that instructor confirmation negatively related to expressive and vengeful dissent, but not rhetorical dissent. Further, the three dimensions of instructor confirmation functioned differently in accounting for variance in expressive and vengeful dissent. Future research should build towards a model of instructional dissent model that reflects the unique characteristics of the instructional context and modifiable instructor behaviors.
Notes
The course in which this research was conducted included research participation as a required component of the course curriculum. Additionally, the course used a hybrid format in which students accessed an online lesson and then attended two face-to-face lab meetings per week. Students participated in this research project (or completed an alternative assignment) en lieu of attending one face-to-face lab meeting.
Additional information
Notes on contributors
Marjorie M. Buckner
Marjorie M. Buckner (MS, Texas Christian University, 2012) is a doctoral candidate in the College of Communication and Information at the University of Kentucky.
Brandi N. Frisby
Brandi N. Frisby (PhD, West Virginia University, 2010) is an Assistant Professor in Division of Instructional Communication and Research at University of Kentucky.