Student Communication Motives and Interpersonal Attraction Toward Instructor

Abstract

Instructional communication research has not specifically focused on the impact of student classroom communication behaviors on the student-teacher relationship. The current study investigated the relationship between student motives to communicate with instructors and interpersonal attraction toward them. Canonical correlation results indicated student levels of physical, social, and task attraction were positively related to their motivation to establish a relationship, and expressing interest in class and task attraction was inversely related to participatory, excuse-making, and sycophantic motives. Regression analyses determined students' relational motivations as the greatest predictor of social and physical attraction, while excuse-making was the greatest predictor of task attraction.

Keywords:

• Instructional Communication
• Interpersonal Attraction
• Physical Attraction
• Social Attraction
• Student Motives to Communicate
• Student–Teacher Realtionship
• Task attraction

Notes

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^† p < .01

^‡ p < .001

Additional information

Notes on contributors

Seth D. Weiss

Seth D. Weiss (MA, 2007, Texas State University-San Marcos) is a consultant for Hitachi consulting in Dallas, TX.

Marian L. Houser

Marian L. Houser (PhD, 2002, University of Tennessee) is an assistant professor at Texas State University-San Marcos.