Citations (18)
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Kristen L. Farris, Madeline Martinson, Jovana Andelkovic & Luke A. Dye. (2022) Exploring students’ perceptions of instructor requests for forms of address and students’ appraisals of the instructor. Communication Quarterly 70:2, pages 181-204.
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Katherine E. Armstrong, Alan K. Goodboy & Matt Shin. (2022) Pandemic Pedagogy and Emergency Remote Instruction: Transitioning Scheduled In-Person Courses to Online Diminishes Effective Teaching and Student Learning Outcomes. Southern Communication Journal 87:1, pages 56-69.
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Deidra Peaslee. (2018) The Relationship between Faculty Confirmation and Community College Student Self-Efficacy. Community College Journal of Research and Practice 42:10, pages 635-649.
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Zachary W. Goldman. (2018) Responding to mental health issues in the college classroom. Communication Education 67:3, pages 399-404.
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Harry Weger. (2018) Instructor Active Empathic Listening and Classroom Incivility. International Journal of Listening 32:1, pages 49-64.
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Scott A. Myers. (2017) A longitudinal analysis of students’ motives for communicating with their instructors. Communication Education 66:4, pages 467-473.
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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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Zachary W. Goldman & Alan K. Goodboy. (2014) Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes. Communication Education 63:3, pages 259-277.
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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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Renee Kaufmann & Derek Lane. (2014) Examining communication privacy management in the middle school classroom: perceived gains and consequences. Educational Research 56:1, pages 13-27.
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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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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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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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Articles from other publishers (5)
Kyle R. Vareberg, Olivia Vogt & Maranda Berndt. (2022) Putting your best face forward: How instructor emoji use influences students’ impressions of credibility, immediacy, and liking. Education and Information Technologies.
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Kevin Hale & Rebecca J Wetmiller. (2022) “Syllabus Day” Reinvented: Reimagining the First Day of Class for Accounting Courses. Issues in Accounting Education 37:4, pages 25-45.
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Fei Xie & Ali Derakhshan. (2021) A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context. Frontiers in Psychology 12.
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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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Tingting Shen & Stephen M Croucher. (2018) A Cross-Cultural Analysis of Teacher Confirmation and Student Motivation in China, Korea, and Japan. Journal of Intercultural Communication 18:2, pages 1-12.
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