Predicted Outcome Value of E-mail Communication: Factors that Foster Professional Relational Development between Students and Teachers

Abstract

Using predicted outcome value theory as a guide, this study investigated the link between e-mail correspondence as a form of computer mediated extra class communication and how it may shape students’ desire to foster student–teacher relational development. The findings revealed that when students believe their teacher e-mails the class frequently, when students view e-mails from their teachers as being immediate, when students e-mail teachers for procedural/clarification reasons, and when students do not e-mail teachers simply as a means of efficiency, then these factors increase students’ likelihood to value developing a student–teacher relationship. The important role of e-mail in the escalation or termination of professional relational development among students and teachers is discussed.

Keywords:

• Computer Mediated Communication
• E-mail Correspondence
• Extra Class Communication
• Immediacy
• Predicted Outcome Value Theory
• Student–teacher Relationship

Notes

1. When regressing all of the predictors on personal/social reasons, results revealed that students’ perceptions of teacher immediacy in e-mail (β =.47) accounted for the largest share of variance in the model, adjusted R ²=.44, F (5, 326)=52.91, p<.001.

Additional information

Notes on contributors

Stacy Young

Stacy L. Young (Ph.D., University of Texas at Austin) is a Professor at California State University, Long Beach

Dawn Kelsey

Dawn M. Kelsey (M.A., CSU-Long Beach) is a full-time lecturer at California State University, Long Beach

Alexander Lancaster

Alexander L. Lancaster (B.A., CSU-Long Beach) is a master's student at California State University, Long Beach