Students’ uncertainty management in the college classroom

References

• Antonio, A. L. (2004). The influence of friendship groups on intellectual self-confidence and educational aspirations in college. The Journal of Higher Education, 75, 446–471. doi:10.1353/jhe.2004.0019 doi: 10.1080/00221546.2004.11772267
   Web of Science ®Google Scholar
• Berger, C. R., & Calabrese, R. J. (1975). Some explorations in initial interaction and beyond: Toward a developmental theory of interpersonal communication. Human Communication Research, 1, 99–112. doi: 10.1111/j.1468-2958.1975.tb00258.x
   Google Scholar
• Bland, H. W., Melton, B. F., Welle, P., & Bigham, L. (2012). Stress tolerance: New challenges for millennial college students. College Student Journal, 46, 362–376.
   Google Scholar
• Borges, N. J., Manuel, R. S., Elam, C. L., & Jones, B. J. (2010). Differences in motives between Millennial and Generation X medical students. Medical Education, 44, 570–576. doi: 10.1111/j.1365-2923.2010.03633.x
   PubMed Web of Science ®Google Scholar
• Boswell, S. S. (2012). “I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables. Social Psychology of Education, 15, 353–365. doi: 10.1007/s11218-012-9184-4
   Web of Science ®Google Scholar
• Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
   Google Scholar
• Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18, 121–134. doi: 10.1080/13611261003678879
   Google Scholar
• Daly, J. A., & Korinek, J. T. (1980). Instructional communication theory and research: An overview of classroom interaction. In D. Nimmo (Ed.), Communication yearbook 4 (pp. 515–532). New Brunswick, NJ: Transaction Books.
   Google Scholar
• Elam, C., Stratton, T., & Gibson, D. D. (2007). Welcoming a new generation to college: The millennial students. Journal of College Admission, 195, 20–25. Retrieved from https://eric.ed.gov/?id=EJ783953
   Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
   Google Scholar
• Goldman, Z. W., Cranmer, G. A., Sollitto, M., LaBelle, S., & Lancaster, A. L. (2017). What do college students want? A prioritization of instructional behaviors and characteristics. Communication Education, 66, 280–298. doi: 10.1080/03634523.2016.1265135
   Web of Science ®Google Scholar
• Goldman, Z. W., & Goodboy, A. K. (2014). Making students feel better: Examining the relationships between teacher confirmation and college students’ emotional outcomes. Communication Education, 63, 259–277. doi: 10.1080/03634523.2014.920091
   Web of Science ®Google Scholar
• Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1, 77–89. doi: 10.1080/19312450709336664
   Google Scholar
• Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage Books.
   Google Scholar
• Johnson, Z. D., & LaBelle, S. (2015). Examining the role of self-disclosure and connectedness in the process of instructional dissent: A test of the instructional beliefs model. Communication Education, 64, 154–170. doi: 10.1080/03634523.2014.978800
   Web of Science ®Google Scholar
• Johnson, Z. D., & LaBelle, S. (2016). Student-to-student confirmation in the college classroom: An initial investigation of the dimensions and outcomes of students’ confirming messages. Communication Education, 65, 44–63. doi: 10.1080/03634523.2015.1058961
   Web of Science ®Google Scholar
• Jones, C., & Healing, G. (2010). Net generation students: Agency and choice and the new technologies. Journal of Computer Assisted Learning, 26, 344–356. doi:10.1111/j.1365-2729.2010.00370 doi: 10.1111/j.1365-2729.2010.00370.x
   Web of Science ®Google Scholar
• Kerssen-Griep, J. (2001). Teacher communication activities relevant to student motivation: Classroom facework and instructional communication competence. Communication Education, 50, 256–273. doi: 10.1080/03634520109379252
   Google Scholar
• Kerssen-Griep, J., Trees, A. R., & Hess, J. A. (2008). Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment. Communication Education, 57, 312–332. doi: 10.1080/03634520802027347
   Web of Science ®Google Scholar
• Kramer, M. W. (1999). Motivation to reduce uncertainty: A reconceptualization of uncertainty reduction theory. Management Communication Quarterly, 13, 305–316. doi: 10.1177/0893318999132007
   Google Scholar
• Kramer, M. W. (2004). Managing uncertainty in organizational communication. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Kramer, M. W. (2009). Managing uncertainty in work interactions. In T. D. Afifi & W. Afifi (Eds.), Uncertainty, information management, and disclosure decisions: Theories and applications (pp. 164–181). London: Routledge.
   Google Scholar
• Kramer, M. W., Meisenbach, R. J., & Hansen, G. J. (2013). Communication, uncertainty, and volunteer membership. Journal of Applied Communication Research, 41, 18–39. doi: 10.1080/00909882.2012.750002
   Web of Science ®Google Scholar
• Krippendorff, K. (2004). Reliability in content analysis: Some common misconceptions and recommendations. Human Communication Research, 30, 411–433. doi: 10.1093/hcr/30.3.411
   Web of Science ®Google Scholar
• Lechuga, V. M. (2016). The changing landscape of the academic profession: Faculty culture at for-profit colleges and universities. New York, NY: Routledge.
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
   Google Scholar
• Mazer, J. P., & Hess, J. A. (2016). Editors introduction. [Forum: Instructional communication and millennial students]. Communication Education, 65, 356. doi: 10.1080/03634523.2016.1173715
   Web of Science ®Google Scholar
• McCabe, J. (2016). Friends with academic benefits. Contexts, 15, 22–29. doi: 10.1177/1536504216662237
   Google Scholar
• Morris, L. V., Wu, S., & Finnegan, C. L. (2005). Predicting retention in online general education courses. The American Journal of Distance Education, 19, 23–36. doi: 10.1207/s15389286ajde1901_3
   Google Scholar
• Myers, S. A. (2017). The instructor-student relationship as an alternative form of superior-subordinate relationship. Communication Education, 66, 110–112. doi: 10.1080/03634523.2016.1221513
   Web of Science ®Google Scholar
• Myers, S. A., & Knox, R. L. (2001). The relationship between college student information-seeking behaviors and perceived instructor verbal behaviors. Communication Education, 50, 343–356. doi: 10.1080/03634520109379260
   Google Scholar
• Myers, S. A., Martin, M. M., & Mottet, T. P. (2002). The relationship between student communication motives and information seeking. Communication Research Reports, 19, 352–361. doi: 10.1080/08824090209384863
   Google Scholar
• Owen, W. F. (1984). Interpretive themes in relational communication. Quarterly Journal of Speech, 70, 274–287. doi:10.1080/003356340938367 doi: 10.1080/00335638409383697
   Web of Science ®Google Scholar
• Palfrey, J., & Gasser, U. (2008). Born digital: How children grow up in a digital age. New York, NY: Basic Books.
   Google Scholar
• Parker, P., Hall, D. T., & Kram, K. E. (2008). Peer coaching: A relational process for accelerating career learning. Academy of Management Learning & Education, 7, 487–503. doi: 10.5465/amle.2008.35882189
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Plax, T. G., Kearney, P., McCroskey, J. C., & Richmond, V. P. (1986). Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning. Communication Education, 35, 43–55. doi: 10.1080/03634528609388318
   Web of Science ®Google Scholar
• Seidman, A. (2012). Introduction. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 1–6). Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Smith, R. A., & Peterson, B. L. (2007). “Psst … what do you think?”: The relationship between advice prestige, type of advice, and academic performance. Communication Education, 56, 278–291. doi: 10.1080/03634520701364890
   Web of Science ®Google Scholar
• Sollitto, M., Johnson, Z. D., & Myers, S. A. (2013). Students’ perceptions of college classroom connectedness, assimilation, and peer relationships. Communication Education, 62, 318–331. doi: 10.1080/03634523.2013.788726
   Web of Science ®Google Scholar
• Thompson, B. (2008). How college freshmen communicate student academic support: A grounded theory study. Communication Education, 57, 123–144. doi: 10.1080/03634520701576147
   Web of Science ®Google Scholar
• Thompson, B., & Mazer, J. P. (2009). College student ratings of student academic support: Frequency, importance, and modes of communication. Communication Education, 58, 433–458. doi: 10.1080/03634520902930440
   Web of Science ®Google Scholar
• Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8, 1–19. doi:10.2190/c0c4-eft9-eg7w-pwp4 doi: 10.2190/4YNU-4TMB-22DJ-AN4W
   Google Scholar
• Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago, IL: University of Chicago Press.
   Google Scholar
• U.S. News and World Report. (2016). Freshman retention rate. Retrieved from http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities/freshmen-least-most-likely-return
   Google Scholar
• Waldeck, J. H., Kearney, P., & Plax, T. G. (2001). Instructional and developmental communication theory and research in the 1990s: Extending the agenda for the 21st century. In W. B. Gudykunst (Ed.), Communication yearbook 24 (pp. 207–229). Newberry Park, CA: Sage.
   Google Scholar
• West, R., & Pearson, J. C. (1994). Antecedent and consequent conditions of student questioning: An analysis of classroom discourse across the university. Communication Education, 43, 299–311. doi: 10.1080/03634529409378988
   Web of Science ®Google Scholar