Citations (52)
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Ethan J. Evans, Sarah C. Reed, Kyle Caler & Kisun Nam. (2021) Social Work Students’ Experiences During the COVID-19 Pandemic: Challenges and Themes of Resilience. Journal of Social Work Education 57:4, pages 771-783.
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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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Renee Kaufmann, Jessalyn I. Vallade & Brandi N. Frisby. (2021) Memorable messages in times of uncertainty: Communicative strategies to encourage motivation and connection. Communication Education 70:3, pages 288-306.
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Katherine Hampsten. (2021) Embracing discomfort and resisting a return to “the good old days”: a call to communication educators. Communication Education 70:2, pages 208-210.
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Ann Bainbridge Frymier, Zachary W. Goldman & Christopher J. Claus. (2019) Why nonverbal immediacy matters: A motivation explanation. Communication Quarterly 67:5, pages 526-539.
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Brandi N. Frisby. (2019) The Influence of Emotional Contagion on Student Perceptions of Instructor Rapport, Emotional Support, Emotion Work, Valence, and Cognitive Learning. Communication Studies 70:4, pages 492-506.
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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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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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Sara G. Crocker & Joseph P. Mazer. (2019) Associations among community college students’ technology apprehension and achievement emotions in developmental education courses. Technology, Pedagogy and Education 28:1, pages 37-52.
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Alexis A. Hadden & Brandi N. Frisby. (2019) Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety, Self-Efficacy, and Perceived Emotional Support. Communication Quarterly 67:1, pages 60-75.
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Diana Raufelder, Nicola Regner & Megan A. Wood. (2018) Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support. Educational Psychology 38:1, pages 54-74.
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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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Nino Andre Conley & Kimo Ah Yun. (2017) A survey of instructional communication: 15 years of research in review. Communication Education 66:4, pages 451-466.
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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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San Bolkan & Darrin J. Griffin. (2017) Students’ use of cell phones in class for off-task behaviors: the indirect impact of instructors’ teaching behaviors through boredom and students’ attitudes. Communication Education 66:3, pages 313-329.
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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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Hanzhou Pang. (2016) Individuating emotional clarity in multicultural classrooms of higher education: A transnational study on nonverbal dynamics of enculturation and acculturation. Cogent Education 3:1.
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Lucie Grimova & Izanette Van Schalkwyk. (2016) Learners’ perceptions and experiences of respect in educator-learner relationships. Journal of Psychology in Africa 26:4, pages 343-350.
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Kathleen M. Quinlan. (2016) How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education. College Teaching 64:3, pages 101-111.
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Scott Titsworth, Joseph P. Mazer, Alan K. Goodboy, San Bolkan & Scott A. Myers. (2015) Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning. Communication Education 64:4, pages 385-418.
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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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Articles from other publishers (30)
Xiaoyan Kui, Mingkun Zhang, Qiang liu, Zixiao Wang, Guiping Huang, Zhihao Zheng, Jiazhi Xia & Chao Zhang. (2024) TSSeer: a visual analytics approach for exploring the correlation between teachers’ multimodal emotions and students’ behaviors in massive open online courses. Journal of Visualization.
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Yawen Shi, Mengke Wang, Zengzhao Chen, Ge Hou, Zhuo Wang, Qiuyu Zheng & Jianwen Sun. (2024) The impacts of instructor’s visual attention and lecture type on students' learning performance and perceptions. Education and Information Technologies.
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Moyi Jia & Jiuqing Cheng. (2024) Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation. Humanities and Social Sciences Communications 11:1.
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Amanda Bourgeois, Annemaree Carroll & Julie Bower. (2022) Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application. Frontiers in Education 7.
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Carmen M. Hernández-Jorge, Antonio F. Rodríguez-Hernández, Olena Kostiv, Francisco Rivero & Raquel Domínguez-Medina. (2022) Psychometric Properties of an Emotional Communication Questionnaire for Education and Healthcare Professionals. Education Sciences 12:7, pages 484.
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Hongyu Guo, Wurong Gao & Yumin Shen. (2022) L2 Enjoyment of English as a Foreign Language Students: Does Teacher Verbal and Non-verbal Immediacy Matter?. Frontiers in Psychology 13.
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Lisa L. Walsh, Deborah A. Lichti, Christina M. Zambrano-Varghese, Ashish D. Borgaonkar, Jaskirat S. Sodhi, Swapnil Moon, Emma R. Wester & Kristine L. Callis-Duehl. (2021) Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic. International Journal for Educational Integrity 17:1.
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Roland Tormey. (2021) Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education 82:5, pages 993-1011.
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Moyi Jia & Jiuqing Cheng. (2020) Emotional Experiences in the Workplace: Biological Sex, Supervisor Nonverbal Behaviors, and Subordinate Susceptibility to Emotional Contagion. Psychological Reports 124:4, pages 1687-1714.
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Elisabeth E. Schussler, Maryrose Weatherton, Miranda M. Chen Musgrove, Jennifer R. Brigati & Benjamin J. England. (2021) Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?. CBE—Life Sciences Education 20:2, pages ar29.
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Monika H. Donker, Lian van Vemde, David J. Hessen, Tamara van Gog & Tim Mainhard. (2021) Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions. Learning and Instruction 73, pages 101414.
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Tarja Pietarinen, Tuire Palonen & Marja Vauras. (2021) Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms. International Journal of Computer-Supported Collaborative Learning 16:2, pages 261-287.
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Jeremy L. Hsu & Gregory R. Goldsmith. (2021) Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE—Life Sciences Education 20:1, pages es1.
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Latha Subramainan & Moamin A Mahmoud. (2020) Academic Emotions Review: Types, Triggers, Reactions, and Computational Models. Academic Emotions Review: Types, Triggers, Reactions, and Computational Models.
Güray Tonguç & Betul Ozaydın Ozkara. (2020) Automatic recognition of student emotions from facial expressions during a lecture. Computers & Education 148, pages 103797.
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Nora A. McIntyre, Kees Tim Mulder & M. Tim Mainhard. (2020) Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour. Social Psychology of Education 23:2, pages 411-431.
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Kazeem Olanrewaju Ogunsola, Rodrique Ancelot Harvey Fontaine & Muhammad Tahir Jan. (2020) Impact of surface acting and deep acting techniques on teachers’ organizational commitment. PSU Research Review ahead-of-print:ahead-of-print.
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Suzanne Hood, Nancy Barrickman, Nancy Djerdjian, Melaney Farr, Ronald J. Gerrits, Heather Lawford, Shawn Magner, Betsy Ott, Kyla Ross, Hiranya Roychowdury, Olivia Page, Skye Stowe, Murray Jensen & Kerry Hull. (2020) Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students. Journal of Microbiology & Biology Education 21:1.
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Facundo Froment, M. Rocío Bohórquez & Alfonso Javier García-González. (2019) Credibilidad docente: una revisión de la literatura. Teoría de la Educación. Revista Interuniversitaria 32:1, pages 23-54.
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Benjamin J. England, Jennifer R. Brigati, Elisabeth E. Schussler & Miranda M. Chen. (2019) Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses. CBE—Life Sciences Education 18:2, pages ar21.
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Suniti Hewett, Karen Becker & Adelle Bish. (2019) Blended workplace learning: the value of human interaction. Education + Training 61:1, pages 2-16.
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Karen Gravett. 2019. Engaging Student Voices in Higher Education. Engaging Student Voices in Higher Education
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Sadegh Gholamrezaee & Afsaneh Ghanizadeh. (2018) EFL Teachers’ Verbal and Nonverbal Immediacy: A Study of its Impact on Students’ Emotional States, Cognitive Learning, and Burnout. Psychological Studies 63:4, pages 398-409.
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Silvia Casian, Amélia Lopes & Fátima Pereira. (2017) (Re) thinking Emotions in Visual Education Activities: Students' Experiences. International Journal of Art & Design Education 37:3, pages 399-412.
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Anna Rowe & Julie Fitness. (2018) Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behavioral Sciences 8:2, pages 27.
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Moyi Jia, Jiuqing Cheng & Claudia L. Hale. (2016) Workplace Emotion and Communication. Management Communication Quarterly 31:1, pages 69-87.
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Stephane Levasseur & Christine Hamel. (2018) Revue des écrits systématiques des interactions enseignant-élèves ayant un effet négatif sur les jeunes. McGill Journal of Education 52:3, pages 747-765.
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Bruce L. Cook. 2016. Promoting Global Peace and Civic Engagement through Education. Promoting Global Peace and Civic Engagement through Education
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Joseph P. Mazer, Blair Thompson, Jessica Cherry, Mattie Russell, Holly J. Payne, E. Gail Kirby & William Pfohl. (2015) Communication in the face of a school crisis: Examining the volume and content of social media mentions during active shooter incidents. Computers in Human Behavior 53, pages 238-248.
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Ahmed F. Shoeib. (2018) Male and Female EFL Teachers' Consciousness of Self-Disclosure: A Case Study from Al Baha University, Saudia Arabia. SSRN Electronic Journal.
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