Challenge behavior in the college classroom

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

“…Participants completed a survey consisting of the Teacher Confirmation Scale (Ellis, 2000) as a manipulation check for each condition. They also completed the Student Communication Motives Scale (Martin et al, 1999), the Class Participation Scale (Fassinger, 1995b), the Critical Incidents Frequency Report (Simonds, 1997), the Revised Cognitive Learning Indicators Scale (Frymier & Houser, 1999), the Affective Learning Scale (McCroskey, Richmond, Plax, & Kearney, 1985), the Student Motivation Scale (Richmond, 1990), and the Student Satisfaction Scale (Frymier & Houser, 1998) in addition to demographic questions. Participants were also asked to indicate if they knew the GTA presenting the lecture.…”

“…Myers (1999) discovered that an instructor's use of referent and expert power is related negatively to all four student challenge behaviors. Additionally, all challenge behaviors are related negatively to perceived instructor clarity (Simonds, 1998;Simonds, Jones, & Bedore, 1994).…”

“…Simonds (1997) explained that these behaviors are often times unexpected and undesired by teachers because of their propensity to be destructive. Four types of challenge behaviors have been identified (Simonds, Jones & Bedore, 1994). Evaluation challenges refer to students questioning the nature of testing procedures or grades received.…”

“…Student challenge behaviors are mediational strategies students use to seek clarification about classroom processes and to coconstruct the culture of the classroom (Simonds, 1997). Simonds (1997) explained that these behaviors are often times unexpected and undesired by teachers because of their propensity to be destructive.…”

The relationship between college student information‐seeking behaviors and perceived instructor verbal behaviors

“…Beginning on the first day of class, students are interested in learning more about the instructor's personality, course coverage, and course mechanics (Friedrich & Cooper, 1999). Simonds and her colleagues (ones & Simonds, 1994;Simonds, 1995Simonds, , 1996Simonds, , 1997aSimonds, Jones, & Bedore, 1994) reported that students use a variety of behaviors in order to learn about how instructors evaluate and explain assignments, present and enforce course rules and policies, and participate in instructor-student interaction. In addition, students utilize a variety of behaviors to indicate confusion and/or a lack of comprehension (Kendrick & Darling, 1990).…”