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Ali Darabi Bazvand, Afsheen Rezai & Mola Miri. (2023) Doctoral students’ perceptions of assessment ethics: a phenomenological approach in the context of Iran. Higher Education Research & Development 42:8, pages 1905-1919.
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Maria Hannah & Sophie S. Downing. (2023) “You can get clarity that other students may feel the same way you do”: exploring students’ decision-making around and motivations for engaging in evaluative talk about instructors. Communication Education 72:3, pages 237-256.
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Matt Shin, Scott A. Myers & Zac D. Johnson. (2023) Profiles of achievement motivation and instructional dissent. Communication Education 72:1, pages 19-39.
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Rebecca M. Chory, Kiyana Zhaleh & Masoomeh Estaji. (2022) Perceptions of instructor injustice in COVID-19-imposed online courses: EFL students’ perceptions and experiences in focus. Communication Quarterly 70:5, pages 469-494.
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Alan K. Goodboy, San Bolkan, Stephen M. Kromka & Kevin C. Knoster. (2021) Instructional dissent over the course of the semester. Communication Education 70:4, pages 347-364.
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Zac D. Johnson. (2021) Student-to-Teacher Confirmation: An Initial Investigation of the Types of Messages and Outcomes. Southern Communication Journal 86:4, pages 387-401.
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T. Kody Frey, Kelsey Moore & Marko Dragojevic. (2021) Syllabus Sanctions: Controlling Language and Fairness as Antecedents to Students’ Psychological Reactance and Intent to Comply. Communication Studies 72:3, pages 456-473.
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America L. Edwards, Timothy L. Sellnow, Deanna D. Sellnow, Joel Iverson, Adam Parrish & Steve Dritz. (2021) Communities of practice as purveyors of instructional communication during crises. Communication Education 70:1, pages 49-70.
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Jessalyn I. Vallade. (2021) Instructor accounts and sincere amends following integrity- and competence-based misbehavior. Communication Education 70:1, pages 71-91.
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Fu Chen & Ying Cui. (2020) Investigating the relation of perceived teacher unfairness to science achievement by hierarchical linear modeling in 52 countries and economies. Educational Psychology 40:3, pages 273-295.
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Evan H. Offstein & Rebecca M. Chory. (2019) In Defense of the Lecture: Revisiting and Reassessing Its Place within Management Pedagogy. Organization Management Journal 16:4, pages 350-362.
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Hannah E. Jones & Sean M. Horan. (2019) Guns on campus: campus carry and instructor–student communication. Communication Education 68:4, pages 417-437.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2019) Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice 26:5, pages 584-611.
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Alan K. Goodboy, San Bolkan, Kevin C. Knoster & Stephen M. Kromka. (2019) Instructional dissent as an expression of students’ class-related achievement emotions. Communication Research Reports 36:3, pages 265-274.
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Shahrzad Parvaresh, Hossein Pirnajmuddin & Akbar Hesabi. (2019) Student resistance in a literary translation classroom: a study within an instructional conversion experience from a transmissionist approach to a transformationist one. The Interpreter and Translator Trainer 13:2, pages 132-151.
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James P. Baker, Cathlin V. Clark-Gordon & Scott A. Myers. (2019) Using emotional response theory to examine dramatic teaching behaviors and student approach–avoidance behaviors. Communication Education 68:2, pages 193-214.
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Mark A. Generous & Marian L. Houser. (2019) “Oh, S**t! Did i just swear in class?”: Using emotional response theory to understand the role of instructor swearing in the college classroom. Communication Quarterly 67:2, pages 178-198.
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Nicholas T. Tatum, Michele K. Olson & T. K. Frey. (2018) Noncompliance and dissent with cell phone policies: a psychological reactance theoretical perspective. Communication Education 67:2, pages 226-244.
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Rebecca M. Chory & Evan H. Offstein. (2018) Too Close for Comfort? Faculty–Student Multiple Relationships and Their Impact on Student Classroom Conduct. Ethics & Behavior 28:1, pages 23-44.
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Joseph P. Mazer. (2017) Students’ Discrete Emotional Responses in the Classroom: Unraveling Relationships With Interest and Engagement. Communication Research Reports 34:4, pages 359-367.
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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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Carrie D. Kennedy-Lightsey. (2017) Instructional Dissent as a Conservation of Resources for Emotionally Exhausted Students. Western Journal of Communication 81:2, pages 188-205.
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Barbara A. Ritter, Patricia R. Hedberg & Kim Gower. (2016) Enhancing Teacher Credibility: What We Can Learn From the Justice and Leadership Literature. Organization Management Journal 13:2, pages 90-100.
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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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Alan K. Goodboy, San Bolkan & Zachary W. Goldman. (2015) Students' Imagined Interactions as Intrapersonal Explanations for Instructional Dissent. Communication Reports 28:2, pages 115-127.
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Mark A. Generous, Marian L. Houser & Seth S. Frei. (2015) Exploring College Students’ Emotional Responses to Instructor Swearing. Communication Research Reports 32:3, pages 216-224.
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Marjorie M. Buckner & Brandi N. Frisby. (2015) Feeling Valued Matters: An Examination of Instructor Confirmation and Instructional Dissent. Communication Studies 66:3, pages 398-413.
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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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Brandi N. Frisby, Alan K. Goodboy & Marjorie M. Buckner. (2015) Students' Instructional Dissent and Relationships with Faculty Members' Burnout, Commitment, Satisfaction, and Efficacy. Communication Education 64:1, pages 65-82.
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Alan K. Goodboy, Melanie Booth-Butterfield, San Bolkan & Darrin J. Griffin. (2015) The Role of Instructor Humor and Students’ Educational Orientations inStudent Learning, Extra Effort, Participation, and Out-of-Class Communication. Communication Quarterly 63:1, pages 44-61.
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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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Sally Vogl-Bauer. (2014) When Disgruntled Students Go to Extremes: The Cyberbullying of Instructors. Communication Education 63:4, pages 429-448.
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Sean M. Horan & Tamara D. Afifi. (2014) Advancing Instructional Communication: Integrating a Biosocial Approach. Communication Education 63:4, pages 383-404.
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Hannah Ball & Alan K. Goodboy. (2014) An Experimental Investigation of the Antecedents and Consequences of Psychological Reactance in the College Classroom. Communication Education 63:3, pages 192-209.
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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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Katie Fracalanza, Naomi Koerner, Sonya S. Deschênes & Michel J. Dugas. (2014) Intolerance of Uncertainty Mediates the Relation Between Generalized Anxiety Disorder Symptoms and Anger. Cognitive Behaviour Therapy 43:2, pages 122-132.
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Rebecca M. Chory, Sean M. Horan, Shannon T. Carton & Marian L. Houser. (2014) Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice. Communication Education 63:1, pages 41-62.
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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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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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SeanM. Horan, RebeccaM. Chory, ShannonT. Carton, Erin Miller & PeterC. J. Raposo. (2013) Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication. Communication Quarterly 61:5, pages 497-518.
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MarjorieM. Buckner & AmberN. Finn. (2013) Academic Locus of Control as an Individual Factor Influencing Student Dissent. Communication Research Reports 30:4, pages 333-341.
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Laura E. Young, Sean M. Horan & Brandi N. Frisby. (2013) Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages. Communication Education 62:4, pages 333-351.
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San Bolkan & AlanK. Goodboy. (2013) No Complain, No Gain: Students' Organizational, Relational, and Personal Reasons for Withholding Rhetorical Dissent from their College Instructors. Communication Education 62:3, pages 278-300.
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Sara LaBelle, MatthewM. Martin & Keith Weber. (2013) Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework. Communication Education 62:2, pages 169-190.
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AlanK. Goodboy & ScottA. Myers. (2012) Instructional Dissent as an Expression of Students' Verbal Aggressiveness and Argumentativeness Traits. Communication Education 61:4, pages 448-458.
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SeanM. Horan & MarianL. Houser. (2012) Understanding the Communicative Implications of Initial Impressions: A Longitudinal Test of Predicted Outcome Value Theory. Communication Education 61:3, pages 234-252.
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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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Tanja
M. Vehkakoski. (2012) ‘More homework for me, too’. Meanings of differentiation constructed by elementary-aged students in classroom interaction. European Journal of Special Needs Education 27:2, pages 157-170.
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ChristopherJ. Claus, Melanie Booth-Butterfield & RebeccaM. Chory. (2012) The Relationship Between Instructor Misbehaviors and Student Antisocial Behavioral Alteration Techniques: The Roles of Instructor Attractiveness, Humor, and Relational Closeness. Communication Education 61:2, pages 161-183.
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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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ChristopherJ. Claus, RebeccaM. Chory & ColleenC. Malachowski. (2012) Student Antisocial Compliance-Gaining as a Function of Instructor Aggressive Communication and Classroom Justice. Communication Education 61:1, pages 17-43.
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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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AlanK. Goodboy. (2011) Instructional Dissent in the College Classroom. Communication Education 60:3, pages 296-313.
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Amirhossein Rasooli & Christopher DeLuca. A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory. Applied Measurement in Education 0:0, pages 1-17.
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Lukas Neville, Glenda M. Fisk & Katarina Ens. Psychological entitlement and conspiracy beliefs: evidence from the COVID-19 pandemic. The Journal of Social Psychology 0:0, pages 1-23.
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Linlin Jiang, Bihua Zhao, Junqiao Guo, Wenqiang Sun & Wenxin Hu. (2023) Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging. Social Psychology of Education.
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Sinem TARHAN. (2023) The Relationship between Perception of Classroom Justice and Dispositional HopeSınıfta Adalet Algısı ile Sürekli Umut Düzeyi Arasındaki İlişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24:1, pages 99-123.
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