Citations (87)
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C. Kyle Rudick, Alan K. Goodboy, Aashita Singh Vadhera, Seerat Gill, Jai Madhav Goel, Jasleen Kaur Atwal, Divij Gupta, Khushi Saluja, Arunima Nimbokar, Kanwardeep Singh, Siya Kapoor, Simrandeep Kaur, Ojas Jetley & Sehar Malik. (2024) Instruction in Indian Secondary Schools: The Indirect Effect of Teacher Humor on Student Engagement Through Interest. Communication Reports 37:1, pages 60-74.
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Jessalyn I. Vallade, Adam Tristan & Renee Kaufmann. (2023) Highlighting the intersectional experiences of students of color: a mixed methods examination of instructor (mis)behavior. Communication Education 72:2, pages 168-186.
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Luke LeFebvre, Leah E. LeFebvre, Heather J. Carmack & Gordana Lazić. (2022) Preparing the Next Generation of Teachers Inappropriately: When Introductory Course Directors Engage in Misbehaviors. Communication Studies 73:4, pages 476-496.
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Alan K. Goodboy, San Bolkan, Matt Shin & Rebekah M. Chiasson. (2022) Affective and interest consequences of lecture misbehaviors for students with mastery goals. Communication Education 71:3, pages 223-243.
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Amireza Vakilifard, Saman Ebadi, Mahmood Zamani & Bahador Sadeghi. (2020) Investigating demotivating factors in foreign language learners: The case of non-Iranian Persian language learners. Cogent Education 7:1.
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Jessalyn I. Vallade & Renee Kaufmann. (2018) Investigating instructor misbehaviors in the online classroom. Communication Education 67:3, pages 363-381.
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Alan K. Goodboy, San Bolkan & James P. Baker. (2018) Instructor misbehaviors impede students’ cognitive learning: testing the causal assumption. Communication Education 67:3, pages 308-329.
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Saeed Ameri & Shima Ghahari. (2018) Developing a motivational framework in translation training programs: a mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer 12:2, pages 227-243.
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Ryoko Oshima & Sharon Harvey. (2017) The concept of learning Japanese: explaining why successful students of Japanese discontinue Japanese studies at the transition to tertiary education. The Language Learning Journal 45:2, pages 153-170.
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Dana Borzea & Alan K. Goodboy. (2016) When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest. Communication Studies 67:5, pages 548-566.
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Melissa Ann Broeckelman-Post, Angelica Tacconelli, Jaime Guzmán, Maritza Rios, Beverly Calero & Farah Latif. (2016) Teacher Misbehavior and its Effects on Student Interest and Engagement. Communication Education 65:2, pages 204-212.
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San Bolkan & Alan K. Goodboy. (2016) Rhetorical Dissent as an Adaptive Response to Classroom Problems: A Test of Protection Motivation Theory. Communication Education 65:1, pages 24-43.
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Jessalyn I. Vallade, Matthew M. Martin & Lori E. Vela. (2015) An Investigation of Students’ Forgiveness, Instructional Dissent, and Learning in the College Classroom. Western Journal of Communication 79:4, pages 389-412.
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Jaleh Hassaskhah, Amir Mahdavi Zafarghandi & Maryam Fazeli. (2015) Reasons for demotivation across years of study: voices from Iranian English major students. Educational Psychology 35:5, pages 557-577.
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Jessalyn I. Vallade & Colleen M. Malachowski. (2015) Instructor Misbehavior and Forgiveness: An Examination of Student Communicative Outcomes in the Aftermath of Instructor Misbehavior. Communication Education 64:3, pages 301-324.
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Alan K. Goodboy & Scott A. Myers. (2015) Revisiting Instructor Misbehaviors: A Revised Typology and Development of a Measure. Communication Education 64:2, pages 133-153.
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Robert J. Sidelinger & Derek M. Bolen. (2015) Compulsive Communication in the Classroom: Is the Talkaholic Teacher a Misbehaving Instructor?. Western Journal of Communication 79:2, pages 174-196.
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Katherine Grace Hendrix & Cicely Wilson. (2014) Virtual Invisibility: Race and Communication Education. Communication Education 63:4, pages 405-428.
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JessalynI. Vallade & ScottA. Myers. (2014) Student Forgiveness in the College Classroom: Perceived Instructor Misbehaviors as Relational Transgressions. Communication Quarterly 62:3, pages 342-356.
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Damien Page. (2014) Managing serious teacher misbehaviour. School Leadership & Management 34:3, pages 269-283.
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Junhong Xiao. (2014) What do distance language tutors say about teacher motivation?. Open Learning: The Journal of Open, Distance and e-Learning 29:2, pages 145-159.
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Zachary W. Goldman, San Bolkan & Alan K. Goodboy. (2014) Revisiting the Relationship between Teacher Confirmation and Learning Outcomes: Examining Cultural Differences in Turkish, Chinese, and American Classrooms. Journal of Intercultural Communication Research 43:1, pages 45-63.
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SeanM. Horan, PeterC. J. Raposo & ShannonT. Carton. (2014) Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors. Communication Quarterly 62:1, pages 18-35.
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Qin Zhang & Jibiao Zhang. (2013) Instructors' Positive Emotions: Effects on Student Engagement and Critical Thinking in U.S. and Chinese Classrooms. Communication Education 62:4, pages 395-411.
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Junhong Xiao. (2012) Tutors’ influence on distance language students’ learning motivation: voices from learners and tutors. Distance Education 33:3, pages 365-380.
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Chia-Fang (Sandy) Hsu. (2012) The Influence of Vocal Qualities and Confirmation of Nonnative English-Speaking Teachers on Student Receiver Apprehension, Affective Learning, and Cognitive Learning. Communication Education 61:1, pages 4-16.
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Gonul Sakiz. (2012) Perceived instructor affective support in relation to academic emotions and motivation in college. Educational Psychology 32:1, pages 63-79.
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AlanK. Goodboy. (2011) The Development and Validation of the Instructional Dissent Scale. Communication Education 60:4, pages 422-440.
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Qin Zhang, Jibiao Zhang & Ana-Alyse Castelluccio. (2011) A Cross-Cultural Investigation of Student Resistance in College Classrooms: The Effects of Teacher Misbehaviors and Credibility. Communication Quarterly 59:4, pages 450-464.
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RobertJ. Sidelinger, DerekM. Bolen, BrandiN. Frisby & AudraL. McMullen. (2011) When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom. Communication Education 60:3, pages 340-361.
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Shlomo Romi, Ramon (Rom) Lewis, Joel Roache & Philip Riley. (2011) The Impact of Teachers’ Aggressive Management Techniques on Students’ Attitudes to Schoolwork. The Journal of Educational Research 104:4, pages 231-240.
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AlanK. Goodboy, San Bolkan, ScottA. Myers & Xing Zhao. (2011) Student Use of Relational and Influence Messages in Response to Perceived Instructor Power Use in American and Chinese College Classrooms. Communication Education 60:2, pages 191-209.
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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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AlanK. Goodboy, ScottA. Myers & San Bolkan. (2010) Student Motives for Communicating with Instructors as a Function of Perceived Instructor Misbehaviors. Communication Research Reports 27:1, pages 11-19.
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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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JamesA. Katt & StevenJ. Condly. (2009) A Preliminary Study of Classroom Motivators and De-motivators from a Motivation-hygiene Perspective. Communication Education 58:2, pages 213-234.
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Tšaletseng M. Siimane. (2023) An Exploration of Student-Student Connectedness and its Relationship to Learning in One Environmental Health Science Course, National University of Lesotho. British Journal of Contemporary Education 3:2, pages 43-57.
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