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Communication Education Volume 50, 2001 - Issue 4
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Original Articles

The role of student predispositions on student expectations for instructor communication behavior

Ann Bainbridge Frymier Associate professor at Miami University, 160 Bachelor Hall, Oxford, Ohio, 45056 E-mail: [email protected]
&
Benjamin Weser
Pages 314-326 | Received 28 Sep 2000, Accepted 01 May 2001, Published online: 18 May 2009

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Robert J. Sidelinger & Nicholas T. Tatum. (2019) Instructor Humor as a Moderator of Instructors’ Inappropriate Conversations and Instructional Dissent. College Teaching 67:2, pages 120-129.
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Andrew M. Ledbetter & Amber N. Finn. (2018) Perceived teacher credibility and students’ affect as a function of instructors’ use of PowerPoint and email. Communication Education 67:1, pages 31-51.
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Zachary W. Goldman, Gregory A. Cranmer, Michael Sollitto, Sara Labelle & Alexander L. Lancaster. (2017) What do college students want? A prioritization of instructional behaviors and characteristics. Communication Education 66:3, pages 280-298.
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Zac D. Johnson & Sara LaBelle. (2015) Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model. Communication Education 64:2, pages 154-170.
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Robert John Sidelinger. (2014) Using Relevant Humor to Moderate Inappropriate Conversations: Maintaining Student Communication Satisfaction in the Classroom. Communication Research Reports 31:3, pages 292-301.
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Jehad Imlawi & Dawn Gregg. (2014) Engagement in Online Social Networks: The Impact of Self-Disclosure and Humor. International Journal of Human–Computer Interaction 30:2, pages 106-125.
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Jennifer Linn Holmgren & San Bolkan. (2014) Instructor Responses to Rhetorical Dissent: Student Perceptions of Justice and Classroom Outcomes. Communication Education 63:1, pages 17-40.
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AlanK. Goodboy & BrandiN. Frisby. (2014) Instructional Dissent as an Expression of Students' Academic Orientations and Beliefs about Education. Communication Studies 65:1, pages 96-111.
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BrandiN. Frisby & RobertJ. Sidelinger. (2013) Violating Student Expectations: Student Disclosures and Student Reactions in the College Classroom. Communication Studies 64:3, pages 241-258.
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Matt Larseingue, ChrisR. Sawyer & AmberN. Finn. (2012) Components of Students' Grade Expectations for Public Speaking Assignments. Communication Education 61:4, pages 428-447.
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CourtneyN. Wright. (2012) Educational Orientation and Upward Influence: An Examination of Students' Conversations about Disappointing Grades. Communication Education 61:3, pages 271-289.
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JohnA. Banas, Norah Dunbar, Dariela Rodriguez & Shr-Jie Liu. (2011) A Review of Humor in Educational Settings: Four Decades of Research. Communication Education 60:1, pages 115-144.
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SeanM. Horan, RebeccaM. Chory & Alan K. Goodboy. (2010) Understanding Students' Classroom Justice Experiences and Responses. Communication Education 59:4, pages 453-474.
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Gerard Farias, ChristineM. Farias & KentD. Fairfield. (2010) Teacher as Judge or Partner: The Dilemma of Grades Versus Learning. Journal of Education for Business 85:6, pages 336-342.
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MelissaB. Wanzer , AnnB. Frymier & Jeffrey Irwin . (2010) An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory. Communication Education 59:1, pages 1-18.
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SeanM. Horan & ScottA. Myers. (2009) An Exploration of College Instructors' Use of Classroom Justice, Power, and Behavior Alteration Techniques. Communication Education 58:4, pages 483-496.
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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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Paul D. Turman. (2008) Coaches' Immediacy Behaviors as Predictors of Athletes' Perceptions of Satisfaction and Team Cohesion. Western Journal of Communication 72:2, pages 162-179.
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Ann Bainbridge Frymier, Melissa Bekelja Wanzer & AnnM. Wojtaszczyk. (2008) Assessing Students’ Perceptions of Inappropriate and Appropriate Teacher Humor. Communication Education 57:2, pages 266-288.
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ScottA. Myers, Chad Edwards, ShawnT. Wahl & MatthewM. Martin. (2007) The Relationship Between Perceived Instructor Aggressive Communication and College Student Involvement. Communication Education 56:4, pages 495-508.
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KianaD. Williams & AnnB. Frymier. (2007) The Relationship Between Student Educational Orientation and Motives for Out-of-Class Communication. Communication Research Reports 24:3, pages 249-256.
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TimothyP. Mottet, Jessica Parker-Raley, StevenA. Beebe & Cory Cunningham. (2007) Instructors Who Resist “College Lite”: The Neutralizing Effect of Instructor Immediacy on Students’ Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning. Communication Education 56:2, pages 145-167.
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DominiqueM. Gendrin & MaryL. Rucker. (2007) Student Motive for Communicating and Instructor Immediacy: A Matched-Race Institutional Comparison. Atlantic Journal of Communication 15:1, pages 41-60.
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Susan Rodger, HarryG. Murray & AnneL. Cummings. (2007) Effects of teacher clarity and student anxiety on student outcomes. Teaching in Higher Education 12:1, pages 91-104.
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MaryB. McPherson & Yuhua (Jake) Liang. (2007) Students’ Reactions to Teachers’ Management of Compulsive Communicators. Communication Education 56:1, pages 18-33.
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MarianL. Houser. (2006) Expectancy Violations of Instructor Communication as Predictors of Motivation and Learning: A Comparison of Traditional and Nontraditional Students. Communication Quarterly 54:3, pages 331-349.
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Melissa Bekelja Wanzer, Ann Bainbridge Frymier, AnnM. Wojtaszczyk & Tony Smith. (2006) Appropriate and Inappropriate Uses of Humor by Teachers. Communication Education 55:2, pages 178-196.
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Marian L. Houser. (2005) Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students. Communication Quarterly 53:2, pages 213-228.
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MarianL. Houser. (2004) We Don't Need The Same Things! Recognizing Differential Expectations of Instructor Communication Behavior for Nontraditional and Traditional Students. The Journal of Continuing Higher Education 52:1, pages 11-24.
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Brooks Aylor. (2003) The impact of sex, gender, and cognitive complexity on the perceived importance of teacher communication skills. Communication Studies 54:4, pages 496-509.
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Brooks Aylor & Patrice Oppliger. (2003) Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative Style. Communication Education 52:2, pages 122-134.
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Xi Lin, Mingyu Huang & Qiuhan Lin. (2023) Students’ expectations of instructors in face-to-face and online learning environments at a Chinese university. E-Learning and Digital Media 21:2, pages 160-179.
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Burcu TURHAN & Yasemin KIRKGÖZ. (2023) EFL TEACHER TRAINEES’ REFLECTIVE LENSES ON IMMEDIACY BEHAVIORS: LEARNING GAINS, PERCEPTIONS AND SELF-EVALUATIONSİNGİLİZCE ÖĞRETMEN ADAYLARININ YAKINLIK DAVRANIŞLARINA DAİR YANSITICI BAKIŞI: ÖĞRENME KAZANIMLARI, ALGILAR VE ÖZDEĞERLENDİRMELER. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 32:2, pages 661-673.
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Sonja Bieg, Markus Dresel, Thomas Goetz & Ulrike E. Nett. (2022) Teachers' enthusiasm and humor and its' lagged relationships with students' enjoyment and boredom - A latent trait-state-approach. Learning and Instruction 81, pages 101579.
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Facundo Froment, Alfonso-Javier García-González & Julio Cabero-Almenara. (2022) The relationship of Twitter with teacher credibility and motivation in university students. Comunicar 30:71, pages 131-142.
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Aleksandar Takovski. (2021) Lubricating culture awareness and critical thinking through humour. The European Journal of Humour Research 9:4, pages 1-19.
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Ryan Goke, Maranda Berndt & Kenneth Rocker. (2021) Classroom Culture When Students are Reluctant to Learn Online: Student Dissent Behaviors Explained by Their Self-Efficacy, Control of Learning, and Intrinsic Motivation. Frontiers in Communication 6.
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Rintaro Sato. (2020) Gestures in EFL classroom: Their relations with complexity, accuracy, and fluency in EFL teachers’ L2 utterances. System 89, pages 102215.
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Sonja Bieg, Robert Grassinger & Markus Dresel. (2018) Teacher humor: longitudinal effects on students’ emotions. European Journal of Psychology of Education 34:3, pages 517-534.
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Yunkyoung Cho. (2018) The Effect of Teachers’ Communication on Classroom Justice. Journal of Communication Research 55:3, pages 211-248.
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Eletra Gilchrist-Petty. 2018. Deviant Communication in Teacher-Student Interactions. Deviant Communication in Teacher-Student Interactions 1 29 .
. 2018. The Psychology of Humor. The Psychology of Humor 373 510 .
Martin Sedláček & Klára Šeďová. (2015) Komunikace ve školní třídě a žákovské učení. ORBIS SCHOLAE 9:1, pages 83-101.
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Jon D. H. Gaffney. (2013) Education majors’ expectations and reported experiences with inquiry-based physics: Implications for student affect. Physical Review Special Topics - Physics Education Research 9:1.
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Jon D. H. Gaffney, Amy L. Housley Gaffney & Robert J. Beichner. (2010) Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms. Physical Review Special Topics - Physics Education Research 6:1.
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Jason S. Wrench & Narissra M. Punyanunt-Carter. (2008) The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students. NACADA Journal 28:1, pages 54-72.
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