Citations (51)
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Brandi N. Frisby, Daniel H. Mansson & Caroline Giraudeau. (2024) The influence of French instructors’ rhetorical and relational communication on students’ instructional beliefs, behaviors, and perceived learning. Communication Education 73:1, pages 46-63.
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Andrea L. Meluch, Shawn Starcher, Maria Hannah & Sarah Symonds LeBlanc. (2022) Talking to Instructors about Mental Health during the COVID-19 Pandemic:
Investigating the Associations between College Students’ Willingness to Communicate about Mental Health, Perceptions of Social Support Availability, and the Risk of Disclosure. Southern Communication Journal 87:4, pages 361-372.
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Brandi Frisby, Nicholas Tatum, Flora Galy-Badenas & Elif Bengu. (2022) Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter. Journal of Intercultural Communication Research 51:1, pages 1-21.
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Mohammad Amiryousefi. (2018) Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: a focus on the role of age and gender. Innovation in Language Learning and Teaching 12:3, pages 221-234.
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Joseph P. Mazer. (2017) Associations among classroom emotional processes, student interest, and engagement: a convergent validity test. Communication Education 66:3, pages 350-360.
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Kevin A. Wombacher, Christina J Harris, Marjorie M Buckner, Brandi Frisby & Anthony M. Limperos. (2017) The effects of computer-mediated communication anxiety on student perceptions of instructor behaviors, perceived learning, and quiz performance. Communication Education 66:3, pages 299-312.
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Chris Michael Kirk, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo & Elle Park. (2016) The power of student empowerment: Measuring classroom predictors and individual indicators. The Journal of Educational Research 109:6, pages 589-595.
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Andrei A. Klyukovski & Amanda L. Medlock-Klyukovski. (2016) Instructor strategic ambiguity: delineation of the construct and development of a measure. Communication Education 65:3, pages 253-271.
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Matthew M. Martin, Alan K. Goodboy & Zac D. Johnson. (2015) When Professors Bully Graduate Students: Effects on Student Interest, Instructional Dissent, and Intentions to Leave Graduate Education. Communication Education 64:4, pages 438-454.
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Joseph P. Mazer & Elizabeth E. Graham. (2015) Measurement in Instructional Communication Research: A Decade in Review. Communication Education 64:2, pages 208-240.
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JessalynI. Vallade, MatthewM. Martin & Keith Weber. (2014) Academic Entitlement, Grade Orientation, and Classroom Justice as Predictors of Instructional Beliefs and Learning Outcomes. Communication Quarterly 62:5, pages 497-517.
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ZacharyW. Goldman & MatthewM. Martin. (2014) College Students' Academic Beliefs and Their Motives for Communicating With Their Instructor. Communication Research Reports 31:4, pages 316-328.
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Brandi N. Frisby, Daniel H. Mansson & Renee Kaufmann. (2014) The Cognitive Learning Measure: A Three-Study Examination of Validity. Communication Methods and Measures 8:3, pages 163-176.
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Darren Linvill. (2014) Student Interest and Engagement in the Classroom: Relationships with Student Personality and Developmental Variables. Southern Communication Journal 79:3, pages 201-214.
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BrandiN. Frisby, Keith Weber & BrittanyN. Beckner. (2014) Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning. Communication Quarterly 62:3, pages 308-322.
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JosephP. Mazer. (2013) Student Emotional and Cognitive Interest as Mediators of Teacher Communication Behaviors and Student Engagement: An Examination of Direct and Interaction Effects. Communication Education 62:3, pages 253-277.
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JosephP. Mazer. (2013) Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes. Communication Studies 64:2, pages 125-140.
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KatherineJ. Denker. (2013) Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning. Communication Teacher 27:1, pages 50-69.
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JosephP. Mazer. (2013) Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test. Communication Education 62:1, pages 86-96.
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ScottA. Myers & ChristopherJ. Claus. (2012) The Relationship Between Students’ Motives to Communicate With Their Instructors and Classroom Environment. Communication Quarterly 60:3, pages 386-402.
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Joseph
P. Mazer. (2012) Development and Validation of the Student Interest and Engagement Scales. Communication Methods and Measures 6:2, pages 99-125.
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SeanM. Horan, MatthewM. Martin & Keith Weber. (2012) Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages. Communication Quarterly 60:2, pages 210-233.
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San Bolkan, AlanK. Goodboy & DarrinJ. Griffin. (2011) Teacher Leadership and Intellectual Stimulation: Improving Students' Approaches to Studying through Intrinsic Motivation. Communication Research Reports 28:4, pages 337-346.
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AlanK. Goodboy & San Bolkan. (2011) Student Motives for Communicating with Instructors as a Function of Perceived Instructor Power Use. Communication Research Reports 28:1, pages 109-114.
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Keith Weber, MatthewM. Martin & ScottA. Myers. (2011) The Development and Testing of the Instructional Beliefs Model. Communication Education 60:1, pages 51-74.
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San Bolkan & AlanK. Goodboy. (2010) Transformational Leadership in the Classroom: The Development and Validation of the Student Intellectual Stimulation Scale. Communication Reports 23:2, pages 91-105.
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AlanK. Goodboy, MatthewM. Martin & San Bolkan. (2009) The Development and Validation of the Student Communication Satisfaction Scale. Communication Education 58:3, pages 372-396.
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JacobL. Cayanus, MatthewM. Martin & AlanK. Goodboy. (2009) The Relation Between Teacher Self-Disclosure and Student Motives to Communicate. Communication Research Reports 26:2, pages 105-113.
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AlanK. Goodboy & San Bolkan. (2009) College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes. Western Journal of Communication 73:2, pages 204-219.
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MarianL. Houser & Ann
Bainbridge Frymier. (2009) The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment. Communication Education 58:1, pages 35-53.
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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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AlanK. Goodboy & ScottA. Myers. (2008) The Effect of Teacher Confirmation on Student Communication and Learning Outcomes. Communication Education 57:2, pages 153-179.
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Keith Weber & MatthewM. Martin. (2006) Pedagogy in Practice: Linking the Graduate Research Methods Course with Communication Theory. Communication Research Reports 23:1, pages 63-67.
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Articles from other publishers (18)
Lihui Sun & Junjie Liu. (2023) Different programming approaches on primary students’ computational thinking: a multifactorial chain mediation effect. Educational technology research and development.
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Wei Kian Tan, Mohd Shahrizal Sunar & Eg Su Goh. (2022) Analysis of the College Underachievers’ Transformation via Gamified Learning Experience. Entertainment Computing, pages 100524.
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Ching-Hsiang Lai, Yan-Kwang Chen, Ya-huei Wang & Hung-Chang Liao. (2022) The Study of Learning Computer Programming for Students with Medical Fields of Specification—An Analysis via Structural Equation Modeling. International Journal of Environmental Research and Public Health 19:10, pages 6005.
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Siu‐Cheung Kong & Ming Lai. (2021) Computational identity and programming empowerment of students in computational thinking development. British Journal of Educational Technology 53:3, pages 668-686.
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Tan Wei Kian, Mohd Shahrizal Sunar & Goh Eg Su. (2022) The Analysis of Intrinsic Game Elements for Undergraduates Gamified Platform Based on Learner Type. IEEE Access 10, pages 120659-120679.
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Norazrena Abu Samah, Noraffandy Yahaya, Norasykin Mohd Zaid & Noor Dayana Abd Halim. User models of students social interaction in e-learning based on learning orientation profile. User models of students social interaction in e-learning based on learning orientation profile.
Siu-Cheung Kong, Yi-Qing Wang & Ming Lai. (2019) Development and Validation of an Instrument for Measuring Digital Empowerment of Primary School Students. Development and Validation of an Instrument for Measuring Digital Empowerment of Primary School Students.
Siu-Cheung Kong, Ming Ming Chiu & Ming Lai. (2018) A study of primary school students' interest, collaboration attitude, and programming empowerment in computational thinking education. Computers & Education 127, pages 178-189.
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Yunkyoung Cho. (2017) The Effect of Teachers’ and College Students’ Communication Behaviors on Student Interest and Engagement. Journal of Communication Research 54:2, pages 224-258.
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Amir Fazel, Azin Harandi & Fatemeh Farahani. (2016) Students’ empowerment model: An approach to the establishment of gen-3 and 4 universities. International Journal of ADVANCED AND APPLIED SCIENCES 3:11, pages 83-92.
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Darcy Osheim. 2016. Emerging Research and Trends in Gamification. Emerging Research and Trends in Gamification
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Jehad Imlawi, Dawn Gregg & Jahangir Karimi. (2015) Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education 88, pages 84-96.
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Stephanie Kelly, Jennifer Ann Morrow & Gary Skolits. 2015. Contemporary Issues Surrounding Ethical Research Methods and Practice. Contemporary Issues Surrounding Ethical Research Methods and Practice
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Michael D. Hanus & Jesse Fox. (2015) Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education 80, pages 152-161.
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Alan K. Goodboy & Matthew M. Martin. (2014) Student temperament and motives as predictors of instructional dissent. Learning and Individual Differences 32, pages 266-272.
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Glenn M. McEvoy. (2011) Increasing Intrinsic Motivation to Learn in Organizational Behavior Classes. Journal of Management Education 35:4, pages 468-503.
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Michael E. Gordon & Lea P. Stewart. (2009) Conversing About Performance. Management Communication Quarterly 22:3, pages 473-501.
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Matthew M. Martin, Scott A. Myers & Timothy P. Mottet. (2016) Students' Machiavellianism and Motives for Communicating with Instructors. Psychological Reports 98:3, pages 861-864.
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