The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

References

• Auster , C. J. and MacRone , M. 1994 . The classroom as a negotiated social setting: An empirical study of the effects of faculty members’ behavior on students’ participation . Teaching Sociology , 22 : 289 – 300 .
   Web of Science ®Google Scholar
• Bean , J. C. and Peterson , D. 1998 . Grading classroom participation . New Directions for Teaching and Learning , 74 : 33 – 40 .
   Google Scholar
• Bloom , B. S. , Hastings , J. T. and Madaus , G. F. 1971 . Handbook on formative and summative evaluation of student learning , New York : McGraw-Hill .
   Google Scholar
• Boice , R. 1996 . Classroom incivilities . Research in Higher Education , 37 : 453 – 486 .
   Web of Science ®Google Scholar
• Bray , N. J. and Favero , M. D. 2004 . Sociological explanations for faculty and student classroom incivilities . New Directions for Teaching and Learning , 99 : 9 – 19 .
   Google Scholar
• Brophy , J. 1987 . Synthesis of research on strategies for motivating students to learn . Educational Leadership , 45 : 40 – 48 .
   Web of Science ®Google Scholar
• Cahn , D. D. 1984 . Teacher–student relationships: Perceived understanding . Communication Research Reports , 1 : 65 – 67 .
   Google Scholar
• Caproni , V. , Levine , D. , O'Neal , E. , McDonald , P. and Garwood , G. 1977 . Seating position, instructor's eye contact availability, and student participation in a small seminar . Journal of Social Psychology , 103 : 315 – 316 .
   Web of Science ®Google Scholar
• Cayanus , J. L. and Martin , M. M. 2004 . An instructor self-disclosure scale . Communication Research Reports , 21 : 252 – 263 .
   Google Scholar
• Cayanus , J. L. , Martin , M. M. , & Goodboy , A. K. ( 2004 April ) . The relationships of teacher self-disclosure with student motives to communicate and credibility . Paper presented at the annual meeting of the Eastern Communication Association, Boston, MA .
   Google Scholar
• Chan , B. and McCroskey , J. C. 1987 . The WTC scale as a predictor of classroom participation . Communication Research Reports , 4 : 47 – 50 .
   Google Scholar
• Chesebro , J. L. 2003 . Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect . Communication Education , 52 : 135 – 147 .
   Google Scholar
• Christle , C. A. and Schuster , J. W. 2003 . The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class, math instruction . Journal of Behavioral Education , 12 : 147 – 165 .
   Google Scholar
• Christophel , D. M. 1990 . The relationship among teacher immediacy behaviors, student motivation, and learning . Communication Education , 39 : 323 – 340 .
   Web of Science ®Google Scholar
• Cissna , K. N. and Keating , S. 1979 . Speech communication antecedents of perceived confirmation . Western Journal of Speech Communication , 43 : 48 – 60 .
   Google Scholar
• Cissna , K. N. and Sieburg , E. 1981 . “ Patterns of interactional confirmation and disconfirmation ” . In Rigor and imagination: Essays from the legacy of Gregory Bateson , Edited by: Wilder-Mott , C. and Weakland , J. H. 253 – 282 . New York : Praeger .
   Google Scholar
• Cissna , K. N. and Sieburg , E. 2006 . “ Patterns of interactional confirmation and disconfirmation ” . In Bridges not walls: A book about interpersonal communication , Edited by: Stewart , J. 429 – 438 . Boston : McGraw-Hill .
   Google Scholar
• Comstock , J. , Rowell , E. and Bowers , J. W. 1995 . Food for thought: Teacher nonverbal immediacy, student learning, and curvilinearity . Communication Education , 44 : 251 – 266 .
   Web of Science ®Google Scholar
• Cunconan , T. M. 2002 . The communicative role of a student: Conceptualizing, measuring, and validating a student's propensity to ask questions in the college classroom . Speech and Theatre Association of Missouri Journal , 32 : 1 – 22 .
   Google Scholar
• Dailey , R. M. 2006 . Confirmation in parent-adolescent relationships and adolescent openness: Toward extending confirmation theory . Communication Monographs , 73 : 434 – 458 .
   Web of Science ®Google Scholar
• Daly , J. A. , Kreiser , P. O. and Roghaar , L. A. 1994 . Question-asking comfort: Explorations of the demography of communication in the eighth grade classroom . Communication Education , 43 : 27 – 41 .
   Web of Science ®Google Scholar
• Dancer , D. and Kamvounias , P. 2005 . Student involvement in assessment: A project designed to assess class participation fairly and reliably . Assessment & Evaluation in Higher Education , 30 : 445 – 454 .
   Google Scholar
• Dillon , J. T. 1982 . Male–female similarities in class participation . Journal of Educational Research , 75 : 350 – 353 .
   Web of Science ®Google Scholar
• Dunleavy , K. N. 2006 . The effect of instructor humor on perceived instructor credibility, student state motivation, and student motives to communicate in the classroom . The Kentucky Journal of Communication , 25 : 39 – 56 .
   Google Scholar
• Ellis , K. 2000 . Perceived teacher confirmation: The development and validation of an instrument and two studies of the relationship to cognitive and affective learning . Human Communication Research , 26 : 264 – 291 .
   Web of Science ®Google Scholar
• Ellis , K. 2002 . Perceived parental confirmation: Development and validation of an instrument . Southern Communication Journal , 67 : 319 – 334 .
   Google Scholar
• Ellis , K. 2004 . The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning . Communication Education , 53 : 1 – 20 .
   Google Scholar
• Fassinger , P. A. 1995a . Professors’ and students’ perceptions of why students participate in class . Teaching Sociology , 24 : 25 – 33 .
   Web of Science ®Google Scholar
• Fassinger , P. A. 1995b . Understanding classroom interaction: Students’ and professors’ contributions to students’ silence . Journal of Higher Education , 66 : 82 – 96 .
   Web of Science ®Google Scholar
• Fassinger , P. A. 2000 . How classes influence students’ participation in college classrooms . Journal of Classroom Interaction , 35 : 38 – 47 .
   Google Scholar
• Feldmann , L. J. 2001 . Classroom civility is another of our instructor responsibilities . College Teaching , 49 : 137 – 140 .
   Google Scholar
• Fritschner , L. M. 2000 . Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation . The Journal of Higher Education , 71 : 342 – 362 .
   Web of Science ®Google Scholar
• Frymier , A. B. 2005 . Students’ classroom communication effectiveness . Communication Quarterly , 53 : 197 – 212 .
   Google Scholar
• Frymier , A. B. , & Houser , M. L. ( 1998 April ) . Using communication skills in teaching and their comparison to immediacy . Paper presented at the annual meeting of the Eastern Communication Association, Saratoga Springs, NY .
   Google Scholar
• Frymier , A. B. and Houser , M. L. 1999 . The revised learning indicators scale . Communication Studies , 50 : 1 – 12 .
   Google Scholar
• Frymier , A. B. and Houser , M. L. 2000 . The teacher–student relationship as an interpersonal relationship . Communication Education , 49 : 207 – 219 .
   Web of Science ®Google Scholar
• Goodboy , A. K. , & Martin , M. M. ( 2005 April ) . Student motives for communicating with their instructors: A validity study . Paper presented at the annual meeting of the Eastern Communication Association, Pittsburgh, PA .
   Google Scholar
• Goodboy , A. K. , & Martin , M. M. ( 2007 April ) . Validating the SCSS: Examining attributional confidence, affective learning, and student communication motives . Paper presented at the annual meeting of the Eastern Communication Association, Providence, RI .
   Google Scholar
• Howard , J. R. and Henney , A. L. 1998 . Student participation and instructor gender in the mixed-age college classroom . The Journal of Higher Education , 69 : 384 – 405 .
   Web of Science ®Google Scholar
• Howard , J. R. , Short , L. B. and Clark , S. M. 1996 . Students’ participation in the mixed-age college classroom . Teaching Sociology , 24 : 8 – 24 .
   Web of Science ®Google Scholar
• Jones , R. , & Simonds , C. ( 1994 April ) . Challenge behavior in the college classroom: What, when, and how often? Paper presented at the annual meeting of the Central States Communication Association, Oklahoma City, OK .
   Google Scholar
• Junn , E. 1994 . Pearls of wisdom: Enhancing student class participation with an innovative exercise . Journal of Instructional Psychology , 21 : 385 – 387 .
   Google Scholar
• Karp , D. A. and Yoels , W. C. 1976 . The college classroom: Some observations on the meanings of student participation . Sociology and Social Research , 60 : 421 – 439 .
   Google Scholar
• Kearney , P. , Plax , T. G. , Sorensen , G. and Smith , V. R. 1988 . Experienced and prospective teachers’ selections of compliance-gaining messages for “common” student misbehaviors . Communication Education , 37 : 150 – 164 .
   Web of Science ®Google Scholar
• Kelley , D. H. and Gorham , J. 1988 . Effects of immediacy on recall of information . Communication Education , 37 : 198 – 207 .
   Web of Science ®Google Scholar
• Kramer , M. W. and Pier , P. M. 1999 . Students’ perceptions of effective and ineffective communication by college teachers . Southern Communication Journal , 65 : 16 – 33 .
   Google Scholar
• Krathwohl , D. R. , Bloom , B. S. and Masia , B. B. 1964 . Taxonomy of education objectives: The classification of educational goals. Handbook 2: Affective domain , New York : McKay .
   Google Scholar
• Laing , R. D. 1961 . The self and others , New York : Pantheon .
   Google Scholar
• Martin , M. M. , Cayanus , J. L. , Weber , K. D. and Goodboy , A. K. 2006 . “ College students’ stress and its impact on their motivation and communication with their instructors ” . In Stress and mental health of college students , Edited by: Landow , M. V. 149 – 169 . Hauppauge, NY : Nova Science .
   Google Scholar
• Martin , M. M. , Heisel , A. D. , & Valencic , K. M. ( 2000 April ) . Students’ motives for communicating with their instructors IV: Considering instructors’ use of BATs . Paper presented at the annual meeting of the Eastern Communication Association, Pittsburgh, PA .
   Google Scholar
• Martin , M. M. , Mottet , T. P. and Myers , S. A. 2000 . Students’ motives for communicating with their instructors and affective and cognitive learning . Psychological Reports , 87 : 830 – 834 .
   PubMed Web of Science ®Google Scholar
• Martin , M. M. , Mottet , T. P. , & Myers , S. A. ( 2005 April ) . The relationship between college students’ emotional responses and their motives for communicating with their instructors . Paper presented at the annual meeting of the Eastern Communication Association, Pittsburgh, PA .
   Google Scholar
• Martin , M. M. , Myers , S. A. and Mottet , T. P. 1999 . Students’ motives for communicating with their instructors . Communication Education , 48 : 155 – 164 .
   Web of Science ®Google Scholar
• Martin , M. M. , Myers , S. A. and Mottet , T. P. 2006 . Students’ Machiavellianism and motives for communicating with instructors . Psychological Reports , 98 : 861 – 864 .
   PubMed Web of Science ®Google Scholar
• Martin , M. M. , Valencic , K. M. , & Heisel , A. D. ( 2001 April ) . The relationship between students’ motives for communicating with their instructors and perceptions of instructor nonverbal immediacy . Paper presented at the annual meeting of the Eastern Communication Association, Portland, ME .
   Google Scholar
• Martin , M. M. , Valencic , K. M. and Heisel , A. D. 2002 . The relationship between students’ communication apprehension and their motives for communicating with their instructors . Communication Research Reports , 19 : 1 – 7 .
   Google Scholar
• McCroskey , J. C. , Richmond , V. P. and Bennett , V. E. 2006 . The relationships of student end-of-class motivation with teacher communication behaviors and instructional outcomes . Communication Education , 55 : 403 – 414 .
   Web of Science ®Google Scholar
• McCroskey , J. C. , Richmond , V. P. , Plax , T. G. and Kearney , P. 1985 . Power in the classroom V: Behavior alteration techniques, communication training and learning . Communication Education , 34 : 214 – 226 .
   Web of Science ®Google Scholar
• Menzel , K. E. and Carrell , L. J. 1999 . The impact of gender and immediacy on willingness to talk and perceived learning . Communication Education , 48 : 31 – 40 .
   Web of Science ®Google Scholar
• Mottet , T. P. , Martin , M. M. and Myers , S. A. 2004 . Relationships among perceived instructor verbal approach and avoidance relational strategies and students’ motives for communicating with their instructors . Communication Education , 53 : 116 – 122 .
   Google Scholar
• Mottet , T. P. , Parker-Raley , J. , Beebe , S. A. and Cunningham , C. 2007 . Instructors who resist “college lite”: The neutralizing effect of instructor immediacy on students’ course-workload violations and perceptions of instructor credibility and affective learning . Communication Education , 56 : 145 – 167 .
   Web of Science ®Google Scholar
• Myers , S. A. 1999 . The relationship between college student challenge behavior and instructor power . Speech and Theatre Association of Missouri Journal , 28 : 8 – 17 .
   Google Scholar
• Myers , S. A. 2002 . Perceived aggressive instructor communication and student state motivation, learning, and satisfaction . Communication Reports , 15 : 113 – 121 .
   Google Scholar
• Myers , S. A. 2004 . The relationship between perceived instructor credibility and college student in-class and out-of-class communication . Communication Reports , 17 : 129 – 137 .
   Google Scholar
• Myers , S. A. 2006 . Using leader–member exchange theory to explain students’ motives to communicate . Communication Quarterly , 54 : 293 – 304 .
   Google Scholar
• Myers , S. A. and Bryant , L. E. 2002 . Perceived understanding, interaction involvement and college student outcomes . Communication Research Reports , 19 : 146 – 155 .
   Google Scholar
• Myers , S. A. and Bryant , L. E. 2005 . The relationship between students’ motives to communicate and perceived instructor functional communication skills . Journal of the Speech and Theatre Association of Missouri , 35 : 47 – 62 .
   Google Scholar
• Myers , S. A. and Knox , R. L. 2001 . The relationship between college student information-seeking behaviors and perceived instructor verbal behaviors . Communication Education , 50 : 343 – 356 .
   Google Scholar
• Myers , S. A. , Martin , M. M. and Mottet , T. P. 2002a . Students’ motives for communicating with their instructors: Considering instructor socio-communicative style, student socio-communicative orientations, and student gender . Communication Education , 51 : 121 – 133 .
   Google Scholar
• Myers , S. A. , Martin , M. M. and Mottet , T. P. 2002b . The relationship between students’ communication motives and information seeking . Communication Research Reports , 19 : 352 – 361 .
   Google Scholar
• Myers , S. A. , Mottet , T. P. and Martin , M. M. 2000 . Students’ motives for communicating with their instructors: The relationship between student communication motives and perceived instructor style . Communication Research Reports , 17 : 161 – 170 .
   Google Scholar
• Myers , S. A. and Rocca , K. A. 2001 . Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation . Western Journal of Communication , 65 : 113 – 137 .
   Web of Science ®Google Scholar
• Myers , S. A. , Rocca , K. A. , Dunleavy , K. N. , Hanselman , M. , Ike , I. , Kubic , K. et al. . ( 2005 April ) . The relationship between college student class participation and perceived instructor communicator style . Paper presented at the annual meeting of the Eastern Communication Association, Pittsburgh, PA .
   Google Scholar
• Myers , S. A. and Zhong , M. 2004 . Perceived Chinese instructor use of affinity-seeking strategies and Chinese college student motivation . Journal of Intercultural Communication Research , 33 : 119 – 130 .
   Google Scholar
• Natvig , G. K. , Albrektsen , G. and Qvarnstrom , U. 2003 . Methods of teaching and class participation in relation to perceived social support and stress: Modifiable factors for improving health and wellbeing among students . Educational Psychology , 23 : 261 – 274 .
   Google Scholar
• Neer , M. R. and Kircher , W. F. 1989 . Apprehensives’ perception of classroom factors influencing their class participation . Communication Research Reports , 6 : 70 – 77 .
   Google Scholar
• Nussbaum , J. F. 1992 . Effective teaching behaviors . Communication Education , 41 : 167 – 180 .
   Web of Science ®Google Scholar
• Palardy , M. J. 1995 . Dealing with misbehavior: Two approaches . Journal of Instructional Psychology , 22 : 135 – 140 .
   Google Scholar
• Pearson , J. C. and West , R. 1991 . An initial investigation of the effects of gender on student questions in the classroom: Developing a descriptive base . Communication Education , 40 : 22 – 32 .
   Web of Science ®Google Scholar
• Petress , K. 2006 . An operational definition of class participation . College Student Journal , 40 : 821 – 823 .
   Google Scholar
• Reinsch , R. and Wambsganss , J. R. 1994 . Class participation: How it affects results on examinations . Journal of Education for Business , 70 : 33 – 37 .
   Google Scholar
• Richmond , V. P. 1990 . Communication in the classroom: Power and motivation . Communication Education , 39 : 181 – 195 .
   Web of Science ®Google Scholar
• Richmond , V. P. , Gorham , J. S. and McCroskey , J. C. 1987 . “ The relationship between selected immediacy behaviors and cognitive learning ” . In Communication yearbook , Edited by: McLaughlin , M. Vol. 10 , 574 – 590 . Beverly Hills, CA : Sage .
   Google Scholar
• Rosenfeld , L. B. and Jarrard , M. W. 1985 . The effects of perceived sexism among female and male college professors on students’ descriptions of classroom climate . Communication Education , 34 : 205 – 213 .
   Web of Science ®Google Scholar
• Rubin , R. B. , Perse , E. M. and Barbato , C. A. 1988 . Conceptualization and measurement of interpersonal communication motives . Human Communication Research , 14 : 602 – 628 .
   Web of Science ®Google Scholar
• Schrodt , P. , Ledbetter , A. M. and Ohrt , J. K. 2007 . Parental confirmation and affection as mediators of family communication patterns and children's mental well-being . Journal of Family Communication , 7 : 23 – 46 .
   Google Scholar
• Schrodt , P. , Turman , P. D. and Soliz , J. 2006 . Perceived understanding as a mediator of perceived teacher confirmation and students’ ratings of instruction . Communication Education , 55 : 370 – 388 .
   Web of Science ®Google Scholar
• Sieburg , E. 1985 . Family communication: An integrated systems approach , New York : Gardner Press .
   Google Scholar
• Simonds , C. J. 1997 . Challenge behavior in the college classroom . Communication Research Reports , 14 : 481 – 492 .
   Google Scholar
• Simonds , C. J. ( 1998 April ) . Being perfectly clear: An examination of the relationship between teacher clarity and student challenges in the college classroom . Paper presented at the annual meeting of the Central States Communication Association, Chicago .
   Google Scholar
• Simonds , C. J. , Jones , R. , & Bedore , J. (1994, November) . What will happen if: Challenge behavior in the college classroom . Paper presented at the annual meeting of the Speech Communication Association, New Orleans, LA .
   Google Scholar
• Smith , S. W. , Kopfman , J. E. and Ahyun , J. 1996 . Encouraging feedback in the large college class: The use of a question/comment box . Journal of the Association for Communication Administration , 3 : 219 – 230 .
   Google Scholar
• Sykes , C. J. 1995 . Dumbing down our kids: Why America's children feel good about themselves but can't read, write, or add , New York : St. Martin's Press .
   Google Scholar
• Teven , J. J. and Gorham , J. 1998 . A qualitative analysis of low-inference student perceptions of teacher caring and non-caring behaviors in the college classroom . Communication Research Reports , 15 : 288 – 298 .
   Google Scholar
• Teven , J. J. and Hanson , T. L. 2004 . The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness . Communication Quarterly , 52 : 39 – 53 .
   Google Scholar
• Teven , J. J. and McCroskey , J. C. 1997 . The relationship of perceived teacher caring with student learning and teacher evaluation . Communication Education , 46 : 1 – 9 .
   Web of Science ®Google Scholar
• Tiberius , R. G. and Flak , E. 1999 . Incivility in dyadic teaching and learning . New Directions for Teaching and Learning , 77 : 3 – 12 .
   Google Scholar
• Titsworth , B. S. 2004 . Students’ notetaking: The effects of teacher immediacy and clarity . Communication Education , 53 : 305 – 320 .
   Google Scholar
• Turman , P. D. and Schrodt , P. 2006 . Student perceptions of teacher power as a function of perceived teacher confirmation . Communication Education , 55 : 265 – 279 .
   Web of Science ®Google Scholar
• Voelkl , K. E. 1995 . School warmth, student participation, and achievement . Journal of Experimental Education , 63 : 127 – 138 .
   Web of Science ®Google Scholar
• Waldeck , J. H. , Kearney , P. and Plax , T. G. 2001 . “ Instructional and developmental communication theory and research in the 1990s: Extending the agenda for the 21st century ” . In Communication Yearbook 24 , Edited by: Gudykunst , W. B. 207 – 230 . Thousand Oaks, CA : Sage .
   Google Scholar
• Watzlawick , P. , Beavin , J. and Jackson , D. D. 1967 . Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes , New York : Norton .
   Google Scholar
• Weaver , R. R. and Qi , J. 2005 . Classroom organization and participation: College students’ perceptions . The Journal of Higher Education , 76 : 570 – 601 .
   Web of Science ®Google Scholar
• Weber , K. D. , Martin , M. M. and Cayanus , J. L. 2005 . Student interest: A two-study re-examination of the concept . Communication Quarterly , 53 : 71 – 86 .
   Google Scholar
• Weger , H. Jr . 2005 . Disconfirming communication and self-verification in marriage: Associations among the demand/withdrawal interaction pattern, feeling understood, and marital satisfaction . Journal of Social and Personal Relationships , 22 : 19 – 31 .
   Web of Science ®Google Scholar
• Weiss , S. D. and Houser , M. L. 2007 . Student communication motives and interpersonal attraction toward instructor . Communication Research Reports , 24 : 215 – 224 .
   Google Scholar
• West , R. and Pearson , J. C. 1994 . Antecedent and consequent conditions of student questioning: An analysis of classroom discourse across the university . Communication Education , 43 : 299 – 311 .
   Web of Science ®Google Scholar
• Williams , R. L. 1971 . Relationship of class participation to personality, ability, and achievement variables . The Journal of Social Psychology , 83 : 193 – 198 .
   PubMed Web of Science ®Google Scholar
• Yoakley , D. H. 1975 . A study of student participation in classroom management to effect an increase in appropriate behavior . Journal of Educational Research , 69 : 31 – 35 .
   Web of Science ®Google Scholar