Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

Abstract

The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and self-reports of learning outcomes. Participants were 416 undergraduate students enrolled at a large Mid-Atlantic university. Three findings were obtained. First, participants use three types of citizenship behavior: involvement, affiliation, and courtesy. Second, involvement and courtesy are related positively to classroom climate, classroom connectedness, instructor rapport, emotional interest, and cognitive interest, whereas affiliation is related positively to classroom climate, classroom connectedness, instructor rapport, and emotional interest. Third, involvement and courtesy are related positively to three dimensions of affective learning, perceived cognitive learning, state motivation, and communication satisfaction, whereas affiliation is related positively to one dimension of affective learning, perceived cognitive learning, state motivation, and communication satisfaction.

Keywords:

• Student Civility
• Classroom Citizenship Behavior
• Classroom Climate
• Classroom Connectedness
• Student Interest

Disclosure Statement

No potential conflict of interest was reported by the authors.

Notes

[1] Participants were provided with the following definition and directions: CCB can be any behavior (i.e., the things you say or do) you engage in before, during, or after class with your instructors or your classmates that reflects the following three conditions:

• (a) You purposely choose to engage in the behavior. That is, you are NOT REQUIRED OR PRESSURED (by the instructor or anyone else) to engage in the behavior;

• (b) You can't immediately or directly be rewarded for engaging in the behavior. That is, you engage in the behavior without expecting ANYTHING IN RETURN from either your instructor or your classmates; and

• (c) Your behavior contributes to improving the classroom learning environment. That is, your behavior helps, in some way, for you and your classmates to LEARN the course material.

Based on your experience as a college student, provide up to three examples of how college students demonstrate CCB as defined by the above three bulleted points. These examples can be behaviors you use, behaviors you have seen your classmates use, or both. If possible, describe what was actually said or done. There are no right or wrong examples.

[2] This procedure is similar to the procedure advocated by Plax, Kearney, McCroskey, and Richmond (1986) to ensure that participants are referencing the same instructor (in this study, the course) as they complete a survey.