An Investigation of Students’ Forgiveness, Instructional Dissent, and Learning in the College Classroom

Students' Imagined Interactions as Intrapersonal Explanations for Instructional Dissent

“…This may be done by utilizing effective instructional behaviors such as immediacy, humor, clarity, and confirmation (Kramer & Pier, 1999). Second, although instructors will occasionally enact behaviors that damage students' affective learning (Kearney, Plax, Hays, & Ivey, 1991), being pleasant and welcoming to students after making mistakes may help students form positively valenced IIs that address their concerns and allow them to forgive the instructor's transgression (Vallade et al, 2013). Likewise, Bolkan and Goodboy (2013) suggest that instructors who openly welcome corrective feedback in the form of rhetorical dissent may motivate their students to come to them with their classroom problems.…”

“…Likewise, since instructor misbehaviors are a leading cause of student dissent (Goodboy, 2011a(Goodboy, , 2011bVallade et al, 2013), and because many students use IIs as a substitute for direct communication when misbehaviors are present (Berkos et al, 2001), it is likely that students who have a desire to dissent use IIs as an coping mechanism to accompany actual dissent. To examine this idea, the following research question is offered:…”

“…Research has clearly established that much of instructional dissent is the result of what ineffective instructors do (or fail to do) in class (Goodboy, 2011a(Goodboy, , 2011bHolmgren & Bolkan, 2014;Horan et al, 2010;LaBelle, Martin, & Weber, 2013;Martin et al, 2013;Vallade, Vela, & Martin, 2013) and that students attribute blame to their instructors as the cause for their dissent responses (Goodboy, 2011a;LaBelle & Martin, 2014). However, instructional dissent is influenced by a variety of student characteristics and predispositions as well (Goodboy, 2012).…”