Teaching with Style to Manage Student Perceptions: The Effects of Socio-Communicative Style and Teacher Credibility on Student Affective Learning

Abstract

Using survey data from students in a large, public university in the south (N = 278), a model is tested incorporating the character and competence dimensions of teacher credibility, as well as the assertiveness, responsiveness, and cognitive flexibility (i.e., versatility) dimensions of socio-communicative style (SCS) to determine how these dimensions predict affective learning. Results indicated that both teacher credibility and SCS significantly predicted affective learning (R²  = .54). Interpretations and implications for teaching and future research are discussed.

Keywords:

• Affective Learning
• Socio-Communicative Style
• Teacher Credibility

Notes

Note. N = 279.

∗p < .01. ∗∗p < .001.

Note. N = 279.

∗p < .001.

Note. N = 279.

∗p < .01. ∗∗p < .001.

Additional information

Notes on contributors

Zachary Henning

Zachary Henning (PhD, University of Kentucky, 2007) is an assistant professor in the Department of Communication Studies at the University of Southern Indiana.