Effects of Sex and Setting on Students’ Interpretation of Teachers’ Excessive Use of Immediacy

Rester, Carolyn H.; Edwards, Renée

doi:10.1080/03634520600954619

Cited by 10 publications

(8 citation statements)

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“…Both parties do so despite of the possible risks they meet while holding this communication, which mostly includes-as they perceive it-issues of privacy and keeping of personal spaces, concerns regarding information sharing that otherwise may not be visible to the "other side", and the broader matter of boundary blurring (Forkosh-Baruch & Hershkovitz, in press). Of course, OCC may be perceived differently by different students, based on, e.g., its setting, frequency, immediacy, and personal characteristics, like student's or teacher's gender (Alghazo & Nash, 2017;Nkhoma et al, 2015;Rester & Edwards, 2007;Young, Kesley, & Lancaster, 2011).…”

Section: Discussionmentioning

confidence: 99%

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

2019

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Aim/PurposeTo study associations between elementary-, middle-and high-school students' perceptions of classroom environment and student-teacher relationship and their out-of-class communication practices via WhatsApp app. BackgroundCommunication between students and teachers is usually extended beyond the classroom's time and space. This communication, referred to as out-of-class communication (OCC), may impact students' academic, social, and emotional development. Today, OCC is facilitated via social media and instant messaging services, which may have impact on its nature. MethodologyMethodology was quantitative in nature. Data was collected using an online questionnaire (implemented on Google Forms, http://forms.google.com , during June-July 2016. Participants (n=300), from 5th-12th grades (11-18 years old), were recruited in schools in a few Arab villages in northern Israel, with the assistance of their teachers. ContributionThe present study expands the growing body of knowledge about studentteacher communication via online social networks, specifically regarding out-ofclass communication. We identify the unique aspects of WhatsApp-based outof-class communication, which shed light on student-teacher relationship at large. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their own educational agenda and to check if and how they and their students can benefit from OCC.WhatsApp is the Message 74Findings Overall, we identify WhatsApp's important, unique role in promoting good student-teacher relationship and positive classroom environment. Recommendations for PractitionersThe findings regarding the unique contribution of WhatsApp to studentteacher out-of-class communication should be taken into consideration by policy makers while formulating policies for the use of online social networks in educational settings. Teachers should be aware of the important role this type of communication plays for their students and for their classroom. Both teachers and students should communicate respectfully, with teachers serving as role models for their students regarding proper digital behavior. Recommendations for ResearchersThis study should be replicated to more populations and to more communication platforms, in order to validate its findings.Impact on Society The associations between out-of-class communication via online social networks and student-teacher relationship have two main effects on society at large. First, promoting better student-teacher communication could improve learning and teaching. Second, if this communication is to be carried out properly, the students -who are the future citizens -will learn how to behave correctly in the digital age. Future ResearchIt is advised to explore the studied associations in other populations and regarding other communication platforms. Also, qualitative exploration is advisable, as it may shed more light on the unique aspects of WhatsApp-based studentteacher out-of-class communication.

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Section: Discussionmentioning

confidence: 99%

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

2019

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“…A cursory review of the current instructional communication literature indicates that these three models represent the dominant school of thought for instructional researchers (Allen, Witt, & Wheeless, 2006;Banfield, Richmond, & McCroskey, 2006;McCroskey, Richmond, & Bennett, 2006;Mottet et al, 2007;Mottet, Parker-Raley, Cunningham, Beebe, & Raffeld, 2006;Pogue & Ah Yun, 2006;Rester & Edwards, 2007;Schrodt & Witt, 2006;Turman & Schrodt, 2006;Zhang & Oetzel, 2006). In order to test the appropriateness of fit of the IBM as compared to other dominant instructional models, the following research question was posed: RQ1: Which model of instructional communication (i.e., Learning Model, Motivation Model, Affective Learning Model) will provide the best fit for a given data set?…”

Section: Rationalementioning

confidence: 99%

The Development and Testing of the Instructional Beliefs Model

Weber¹,

Martin

Myers

2011

Communication Education

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This article presents the Instructional Beliefs Model which forwards that teacher behaviors, student characteristics, and course-specific structural issues combine to influence students' instructional beliefs. Through these instructional beliefs, the firstorder variables influence student learning outcomes. Three studies were conducted to investigate the validity of this model and to test this model against other dominant instructional communication models (specifically, the Affective Learning Model, the Motivation Model, and the Immediacy Model). Results from these studies provide support for the Instructional Beliefs Model as a theoretical framework for future research.

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“…Previous research focused on biological sex of the student and instructor and its relation to specific immediacy behaviors that are a component of the attitudes that comprise the broader construct of student-instructor rapport. That research showed some mixed findings but did suggest that some instructor behaviors can be perceived as excessive/inappropriate (Garlick, 1994;Lannutti et al, 2001;Rester & Edwards, 2007) and would presumably result in diminished student-instructor rapport. The specific situations involved male instructors engaging in behaviors that involved physical touch of female students.…”

Section: Discussionmentioning

confidence: 95%

“…In one study, students viewed an instructor's handshake as positive when the handshake came from a female instructor but negative when the handshake came from a male instructor (Wilson, Stadler, Schwartz, & Goff, 2009). Studies also show that female students sometimes respond negatively to excessive use of immediacy behaviors by male instructors, especially use of touch on several locations of the body (Garlick, 1994;Lannutti, Laliker, & Hale, 2001;Rester & Edwards, 2007). One study showed that male students believed that they learned more from male instructors and female students believed they learned more from female instructors (Menzel & Carrell, 1999).…”

mentioning

confidence: 99%

“…Males are more likely to possess masculine qualities, and females are more likely to possess feminine qualities. Several studies that examined both sex of the student and sex of the instructor (Garlick, 1994;Lannutti et al, 2001;Menzel & Carrell, 1999;Rester & Edwards, 2007) suggest that individuals with similar gender-type personalities might develop rapport more easily.…”

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confidence: 99%

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Student Gender and Instructor Gender as Predictors of Student–Instructor Rapport

Lammers

Byrd

2019

Teaching of Psychology

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We evaluated whether gender (masculinity/femininity) rather than biological sex would better predict student–instructor rapport. University students (104 men, 97 women) considered either a feminine hypothetical instructor or a masculine hypothetical instructor and rate their expected rapport with that instructor. The Bem Sex Role Inventory assessed participant gender type. Results showed that students higher in femininity not only provided higher expected rapport ratings to a feminine instructor but also provided relatively higher expected rapport ratings to a masculine instructor. Students high in masculinity did not provide higher expected rapport ratings to a masculine instructor, and some analyses showed that they provided higher ratings to a feminine instructor. Results suggest that biological sex of the student, gender type of the student, and gender type of the instructor are all important factors to understand student–instructor rapport.

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Effects of Sex and Setting on Students’ Interpretation of Teachers’ Excessive Use of Immediacy

Cited by 10 publications

References 50 publications

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment

The Development and Testing of the Instructional Beliefs Model

Student Gender and Instructor Gender as Predictors of Student–Instructor Rapport

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