Perceived Instructor In-class Communicative Behaviors As a Predictor of Student Participation in Out of Class Communication

Abstract

The purpose of this study was to examine the impact of instructor in-class communicative behaviors on college student participation in out of class communication (OCC). Participants were 298 students enrolled in an introductory communication course at a Mid-Atlantic university who completed the Communication Functions Questionnaire, the modified Affinity-Seeking Strategy scale, and the Out of Class Interaction scale. Results of stepwise multiple regression analyses revealed that student participation in OCC was predicted by perceived instructor use of the ego support and persuasive functional communication skills as well as perceived instructor use of the sensitivity, self-inclusion, inclusion of others, comfortable self, and supportiveness affinity-seeking strategies. Future research should examine if students choose not to participate in OCC based on instructor communicative behaviors and how this choice is reflected in their choice of particular communicative channels.

Keywords:

• Student–instructor relationships
• Out of class communication
• Functional communication skills
• Affinity-seeking strategies

A version of this paper was presented at the 2003 annual meeting of the Eastern Communication Association, Washington, DC, USA.

A version of this paper was presented at the 2003 annual meeting of the Eastern Communication Association, Washington, DC, USA.

Notes

A version of this paper was presented at the 2003 annual meeting of the Eastern Communication Association, Washington, DC, USA.

1. The nine items used to measure student participation in OCC were: “I often talk to my instructor during his/her office hours,” “If I see my instructor on campus, I often talk to him/her,” “I rarely talk to my instructor outside of the classroom,” “If I see my instructor in the hallway, I often stop to talk to her/him,” “I only talk to my instructor outside of the classroom once in a while,” “I frequently talk to my instructor outside of the classroom,” “When I see my instructor off campus, I usually spend some time talking to him/her,” “When I see my instructor in public, I avoid talking to him/her,” and “I never talk to my instructor outside of the classroom.”

Additional information

Notes on contributors

Scott A. Myers

Scott A. Myers (PhD, Kent State University, 1995) is an Associate Professor in the Department of Communication Studies, P.O. Box 6293, West Virginia University, Morgantown, WV 26506-6293, USA (Tel: [phone]; Fax: [phone]; Email: [email protected])

Matthew M. Martin

Matthew M. Martin (PhD, Kent State University, 1992) is a Professor in the Department of Communication Studies, P.O. Box 6293, West Virginia University, Morgantown, WV 26506-6293, USA (Tel: [phone]; Fax: [phone]; Email: [email protected])

Jennifer L. Knapp

Jennifer L. Knapp (MA, West Virginia University, 2001) is an instructor in Communications Department, Lycoming College, Williamsport, PA 17701, USA