Connected classroom climate, which focuses on the role of student-student communication in establishing a positive classroom climate, is a relatively new construct with the potential to enhance the understanding of classroom interaction. Results of this study support both the content and construct validity of Dwyer et al.'s (2004) Connected Classroom Climate Inventory as a measure of connected classroom climate. As expected, connected classroom climate was positively related to instructor nonverbal immediacy and student affective learning. Further, connected classroom climate contributed unique variance to affective learning beyond the contributions of instructor nonverbal immediacy. Recommendations for the future utility of this construct are discussed.

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This study investigates perceptions of swearing from an expectancy violations perspective. Degree of expectancy violation is hypothesized to depend on several communicator, relationship, contextual, and message characteristics. Results support that expectancy violations are related to the formality of the situation in which swearing occurs and the specific swearing phrase. No support is found for swearer's sex or status as predictors of expectancy violations. Hearer's degree of surprise perceived is associated with perceptions that the speaker is incompetent. These results support the usefulness of expectancy violations theory as an explanation for perceptions of swearing.

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