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Abstract
The empirical model tested in this study examined the effects of teacher communication style (TCS) on students' affect and behavioral commitment in college classes. Additionally, the model posited a mediational function for teachers' and students' trait and state communication apprehension for perceptions of teacher style and teacher effectiveness. Multiple regression and commonality analyses indicated that only student perceptions of all three dimensions of TCS were related to teacher effectiveness. Students who perceived teachers as highly versatile and responsive also reported lower fears about communicating in class—regardless of students' trait communication apprehension level.