College student attendance: impact of instructor immediacy and verbal aggression

Rocca, Kelly A.

doi:10.1080/03634520410001682447

Cited by 101 publications

(91 citation statements)

References 31 publications

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“…Additionally, aggressive communication decreases motivation to study and participation [23] [24] and causes dissatisfaction with learning [25] [26]. Verbal aggressiveness has also been explored in network samples.…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

Typology of Motivation and Aggression on the Basis of Social Network Variables: Examples of Complementary and Nested Behavioral Types through Conventional Statistics

Bekiari¹,

Nikolaidou²,

Hasanagas³

2017

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Goal of this research is to suggest a typology of verbal aggressiveness, argumentativeness and motivational climate influence, pointing out examples of complementary types (namely containing no identical components) and nested types (containing identical components). Complete network analysis was conducted in a student class at the Dept. of Physical Education and Sport Sciences, University of Thessaly (N = 66). Standardized questionnaires were used. Network analysis and Principal Component Analysis were implemented using Visone software and SPSS, respectively. Main results were: in the typology of targeting, parameters of motivation climate, verbal aggressiveness and argumentativeness were combined in several types ("affable ambitious", "isolated victim", "isolated ambitious", "lightly victimized" and "severely victimized") which were partially complementary and partially nested into each other. These depict student profiles vary from quite socialized and invulnerable to only isolated and victimized. They also reveal the significance of seeking knowledge acquirement vs. performance. The typology of general involvement (in-and out-degree) contains types tending to be rather nested into each other than complementary which varies from quite integrative to purely deconstructive appearance. This typology depicts the connection of motivation climate (and the subsequently induced familiarity) with verbal aggressiveness without diminishing susceptibility to argumentation. The fact that the typology of targeting is composed of several complementary types while in the typology of general involvement mainly of nested ones, can be attributed to the structural clarity of the former ones (a typology focusing only on targeting is structurally clearer than a typology of general involvement).

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Section: Verbal Aggressivenessmentioning

confidence: 99%

Typology of Motivation and Aggression on the Basis of Social Network Variables: Examples of Complementary and Nested Behavioral Types through Conventional Statistics

Bekiari¹,

Nikolaidou²,

Hasanagas³

2017

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“…"I don"t know how to ask question properly in English with the correct grammar. I haven"t used to use it daily either" Based on the results, it could be concluded that the major concern for the English learners were their personal fears or feeling inadequate in front of others as mentioned by Rocca (2008Rocca ( -2009. However if the students believe that their ideas to be important and worthwhile or if they are interested in the topic discussed, they are more likely to contribute to class discussion.…”

Section: Findings and Discussionmentioning

confidence: 95%

Fostering Student Participation Through Interactive Teaching in Basic English Class

Indriani¹

2016

Scholaria

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The purpose of the study was to examine the 1 st semester teacher college students" perceptions of the interaction between them and their teacher in Basic English class through class discussion interactive teaching in Basic English class. To create a successful and effective teaching, cooperation between teacher and students is needed. An effective teacher must be able to present their material, effectively manage their classroom according to the lesson they"ve planned, accommodate their students" needs, and enhance their students" participation in the learning activities. Participants were 25 students who reported their perceptions on the interactive teaching in addition to their learning process. Result suggested that the interactive teaching fostered student participation during the learning activities. Teaching method such as class discussion that involved the whole class participation to raise questions and discuss about the answer or solution would require interaction between teacher and students more intensively. This interactive teaching method could be implemented for college students, especially because they were expected to participate more actively in the learning activities and become more independent learners. This study could also be an alternative for any educational practitioners who would like to foster their students" participation. Keywords: interactive teaching, student participation, interaction ABSTRAK Tujuan penelitian ini adalah untuk mempelajari secara mendalam mengenai persepsi siswa tentang interaksi antara guru dan siswa di kelas melalui pengajaran interaktif di kelas Bahasa Inggris

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“…While major research efforts have focused on cognitive aspects of adaptive one-to-one tutoring such as adjusting to student performance [1], nonverbal behaviors present in one-on-one tutoring, such as the use of appropriate facial expressions and gestures by teachers, has been associated with greater student learning [2], student state motivation [3], and student attendance and participation [4]. Motivated by this empirical evidence there has been a growing thrust to develop tutoring systems that respond to student emotional and cognitive states [5].…”

Section: Introductionmentioning

confidence: 99%

Modeling one-on-one tutoring sessions

Dykstra

Whitehill

Salamanca

et al. 2012

2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL)

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Abstract-The overarching goal of this project is to develop computational models of the nonverbal behavior and interactive strategies observed during face-to-face teaching. This project will help advance the science of learning and teaching by improving our understanding of the dynamics of nonverbal behavior in teaching at a computational level across multiple scales, including low-level facial movements, cognitive and affective processes, and higher level strategic behaviors. In this work we connect higher level teacher and student behaviors to lower level eye gaze dynamics to inform the development of models of nonverbal behavior. Specifically, we use student and teacher behaviors to predict teacher-to-student gaze onset. We additionally model student and teacher behaviors as a probabilistic finite state machine to examine cross-session teaching policy. Findings suggest a relationship between tutoring events and teacher gaze to student, with cross-validation yielding a mean 2AFC performance of .69. Future analysis will connect automated detection of facial affect to the behavioral events explored in this paper.

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College student attendance: impact of instructor immediacy and verbal aggression

Cited by 101 publications

References 31 publications

Typology of Motivation and Aggression on the Basis of Social Network Variables: Examples of Complementary and Nested Behavioral Types through Conventional Statistics

Typology of Motivation and Aggression on the Basis of Social Network Variables: Examples of Complementary and Nested Behavioral Types through Conventional Statistics

Fostering Student Participation Through Interactive Teaching in Basic English Class

Modeling one-on-one tutoring sessions

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