References
- Bolkan, S., & Holmgren, J. L. (2012). “You are such a great teacher and I hate to bother you but …”: Instructors’ perceptions of students and their use of email messages with varying politeness strategies. Communication Education, 61(2), 253–270. https://doi.org/10.1080/03634523.2012.667135
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Buber, M. (1957). Distance and relation. Psychiatry, 20(2), 97–104. https://doi.org/10.1080/00332747.1957.11023080
- Campbell, L. C., Eichhorn, K. C., Basch, C., & Wolf, R. (2009). Exploring the relationship between teacher confirmation, gender, and student effort in the college classroom. Human Communication, 12(4), 447–464. https://www.researchgate.net/profile/Kristen-Eichhorn/publication/265755751_Exploring_the_Relationship_between_Teacher_Confirmation_Gender_and_Student_Effort_in_the_College_Classroom/links/54eb3c6b0cf27a6de1176855/Exploring-the-Relationship-between-Teacher-Confirmation-Gender-and-Student-Effort-in-the-College-Classroom.pdf
- Chory, R. M., Horan, S. M., Carton, S. T., & Houser, M. L. (2014). Toward a further understanding of students’ emotional responses to classroom injustice. Communication Education, 63(1), 41–62. https://doi.org/10.1080/03634523.2013.837496
- Chory, R. M., Horan, S. M., & Houser, M. L. (2017). Justice in the higher education classroom: Students’ perceptions of unfairness and responses to instructors. Innovative Higher Education, 42(4), 321–336. https://doi.org/10.1007/s10755-017-9388-9
- Chory-Assad, R. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50(1), 58–77. https://doi.org/10.1080/01463370209385646
- Chory-Assad, R., & Paulsel, M. (2004). Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly, 52(2), 98–114. https://doi.org/10.1080/01463370409370184
- Cissna, K. N., & Sieburg, E. (1981). Patterns of interactional confirmation and disconfirmation. In J. Stewart (Ed.), Bridges not walls (pp. 237–246). McGraw-Hill.
- Claus, C. J., Booth-Butterfield, M., & Chory, R. M. (2012). The relationship between instructor misbehaviors and student antisocial behavioral alteration techniques: The roles of instructor attractiveness, humor, and relational closeness. Communication Education, 61(2), 161–183. https://doi.org/10.1080/03634523.2011.647922
- Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage.
- Cranmer, G. A., Brann, M., & Weber, K. D. (2018). “Challenge me!”: Using confirmation theory to understand effective coaching behavior. Communication & Sport, 6(2), 239–259. https://doi.org/10.1177/2167479516684755
- Dailey, R. M. (2010). Testing components of confirmation: How acceptance and challenge from mothers, fathers, and siblings are related to adolescent self-concept. Communication Monographs, 77(4), 592–617. https://doi.org/10.1080/03637751.2010.499366
- Ellis, K. (2000). Perceived teacher confirmation: The development and validation of an instrument and two student on the relationship to cognitive and affective learning. Human Communication Research, 26(2), 264–291. https://doi.org/10.1111/j.1468-2958.200.tb00758.x
- Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53(1), 1–20. https://doi.org/10.1080/0363452032000135742
- Frisby, B. N., Goodboy, A. K., & Buckner, M. M. (2015). Students’ instructional dissent and relationships with faculty members’ burnout, commitment, satisfaction, and efficacy. Communication Education, 64(1), 65–82. https://doi.org/10.1080.03634523.2014.978794
- Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine Transaction.
- Golish, T. D., & Olson, L. N. (2000). Students’ use of power in the classroom: An investigation of student power, teacher power, and teacher immediacy. Communication Quarterly, 48(3), 293–310. https://doi.org/10.1080/01463370009385598
- Goodboy, A. K. (2011). Instructional dissent in the college classroom. Communication Education, 60(3), 296–313. https://doi.org/10.1080/03634523.2010.537756
- Goodboy, A. K., & Myers, S. A. (2008). The effect of teacher confirmation on student communication and learning outcomes. Communication Education, 57(2), 153–179. https://doi.org/10.1080/03634520701787777
- Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The Leadership Quarterly, 6(2), 219–247. https://doi.org/10.106/1048-9843(95)90036-5
- Hadden, A. A., & Frisby, B. N. (2019). Face threat mitigation in feedback: An examination of students feedback anxiety, self-efficacy, and perceived emotional support. Communication Quarterly, 67(1), 60–75. https://doi.org/10.1080/01463373.2018.1531043
- Horan, S. M., Chory, R. M., Carton, S. T., Miller, E., & Raposo, P. C. J. (2013). Testing Leader-member exchange as a lens to understand students’ classroom justice perceptions and antisocial communication. Communication Quarterly, 61(5), 497–518. https://doi.org/10.1080/01463373.2013.799511
- Horan, S. M., Chory, R. M., & Goodboy, A. K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59(4), 453–474. https://doi.org/10.1080/03634523.2010.487282
- Houser, M. L., & Waldbuesser, C. (2017). Emotional contagion in the classroom: The impact of teacher satisfaction and confirmation on perceptions of student nonverbal classroom behavior. College Teaching, 65(1), 1–8. https://doi.org/10.1080/87567555.2016.1189390
- Johnson, Z. D., Goldman, Z. W., & Claus, C. J. (2018). Why do students misbehave? An initial examination of antecedent to student misbehavior. Communication Quarterly, 67(1), 1–20. https://doi.org/10.1080/01463373.2018.1483958
- 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(1), 44–63. https://doi.org/10.1080/03634523.2015.1058961
- Johnson, Z. D., & LaBelle, S. (2020). Confirmation in the college classroom: The connections between teachers use of confirming messages and students’ own communicative behavior. Communication Research Reports, 37(4), 172–181. https://doi.org/10.1080/08824096.2020.1800449
- Kenny, D. A. (1996). Models of non-independence in dyadic research. Journal of Social and Personal Relationships, 13(2), 279–294. https://doi.org/10.1177/0265407596132007
- Kreber, C. (2010). Academics’ teacher identities, authenticity and pedagogy. Studies in Higher Education, 35(2), 171–194. https://doi.org/10.1080/03075070902953048
- Krippendorf, K. (2004). Reliability in content analysis: Some common misconceptions and recommendations. Human Communication Research, 30(3), 411–433. https://doi.org/10.1093/hcr/30.3.411
- LaBelle, S., & Johnson, Z. D. (2018). Student-to-student confirmation in the college classroom: The development and validation of the student-to-student confirmation scale. Communication Education, 67(2), 185–205. https://doi.org/10.1080/03634523.2018.1427879
- LaBelle, S., & Johnson, Z. D. (2020). The relationship of student-to-student confirmation and student engagement. Communication Research Reports, 37(5), 1–9. https//doi.org/10.1080/08824096.2020.1823826
- Liang, R. D. (1961). The self and others. Pantheon.
- LeFebvre, L. E., Carmack, H. J., & Pederson, J. R. (2020). “It’s only one negative comment”: Women instructors’ perceptions of (un)helpful support messages following hurtful course evaluations. Communication Education, 69(1), 19–47. https://doi.org/10.1080/03634523.2019.1672879
- Martin, M. M., Myers, S. A., & Mottet, T. P. (1999). Students’ motives for communicating with their instructors. Communication Education¸, 48(2), 155–164. https://doi.org/10.1080/03634529909379163
- McCraken, G. (1988). The long interview. Sage.
- Mottet, T. P. (2000). Interactive television instructors’ perceptions of student nonverbal responsiveness and their influence on distance teaching. Communication Education, 49(2), 149–164. https://doi.org/10.1080/03634520009379202
- Mottet, T. P., & Beebe, S. A. (2006). Foundations of instructional communication. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication (pp. 3–33). Allyn & Bacon.
- Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Medlock, A. L. (2004a). The effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Communication Education, 53(2), 150–163. https://doi.org/10.1080/03634520410001682410
- Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Paulsel, M. L. (2004b). The effects of student verbal and nonverbal responsiveness on teachers’ liking of students and willingness to comply with student requests. Communication Quarterly, 52(1), 27–38. https://doi.org/10.1080/01463370409370176
- Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Paulsel, M. L. (2005). The effects of student responsiveness on teachers granting power to students and essay evaluation. Communication Quarterly, 53(4), 421–436. https://doi.org/10.1080/01463370500101840
- Mottet, T. P., Frymier, A. B., & Beebe, S. A. (2006). Theorizing about instructional communication. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication (pp. 255–282). Allyn & Bacon.
- Myers, S. A., Baker, J. P., Barone, H., Kromka, S. M., & Pitts, S. (2018). Using rhetorical/relational goal theory to examine college students’ impressions of their instructors. Communication Research Reports, 35(2), 131–140. https://doi.org/10.1080/08824096.2017.1406848
- Myers, S. A., Tindage, M. F., & Atkinson, J. (2016). The evolution of instructional communication research. In P. L. Witt (Ed.), Handbooks of communication and science: Communication and learning (Vol. 16, pp. 13–42). DeGruyter/Mouton.
- Owen, W. F. (1984). Interpretive themes in relational communication. Quarterly Journal of Speech, 70(3), 274–287. https://doi.org/10.1080/00335638409383697
- Sieburg, E. (1973). Interpersonal confirmation: A paradigm for conceptualization and measurement [ Paper presentation]. The Annual Meeting of the International Communication Association, Quebec, Canada.
- Simonds, C. J. (1997). Challenge behavior in the college classroom. Communication Research Reports, 14(4), 481–492. https://doi.org/10.1080/08824099709388691
- Trees, A. R., Kressen-Griep, J., & Hess, J. A. (2009). Earning influence by communicating respect: Facework’s contribution to effective instructional feedback. Communication Education, 58(3), 397–416. https://doi.org/10.1080/03634520802613419
- Waldeck, J. H., & LaBelle, S. (2016). Theoretical and methodological approaches to instructional communication. In P. L. Witt (Ed.), Handbooks of communication and science: Communication and learning (Vol. 16, pp. 67–101). DeGruyter/Mouton.
- Watlzawick, P., Beavin, J., & Jackson, D. D. (1967). Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes. Norton.
- White, A., & LaBelle, S. (2019). A qualitative investigation of instructor perceived communicative roles in students’ mental health management. Communication Education, 68(2), 133–155. https://doi.org/10.1080/03634523.2019.1571620
- Young, L. E., Horan, S. M., & Frisby, B. N. (2013). Fair and square?: An examination of the relationships among classroom justice and relational teaching messages. Communication Education, 62(4), 333–351. https://doi.org/10.1080/03634523.2013.800216