Perceived understanding, interaction involvement, and college student outcomes

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

“…For example, students' relational quality with an instructor is related positively to the relational, functional, participation, and sycophancy motives (Myers, 2006). One way to increase relational quality is to communicate caring (Teven & McCroskey, 1997) and understanding (Myers & Bryant, 2002). Not surprisingly, the results discovered for student communication motives in this study are analogous to those results obtained by Myers (2006).…”

“…Responses were solicited using a 7-point bipolar adjective scale. Previous reliability coefficients ranging from .92 to .95 have been reported for the summed scale (Frymier, 2005;Frymier & Houser, 1998;Myers & Bryant, 2002). In this study, the obtained Cronbach alpha was .95 (M015.77, SD04.36) for the summed scale.…”

Development of the Parental Academic Support Scale: Frequency, Importance, and Modes of Communication

“…Satisfaction was measured using a three-item, seven-point bipolar scale for participants to report their feelings of satisfaction with the support received from their child's teacher. Previous reliability coefficients ranging from .95 to .98 have been reported for the instrument (Frymier, 2005;Frymier & Houser, 1998;Myers & Bryant, 2002;Myers & Knox, 2000). In this study, a reliability coefficient of .98 (M 07.06; SD 04.56) was obtained for the measure.…”

“He's Really Setting an Example”: Student Contributions to the Learning Environment

“…Without such relationships, students often feel socially isolated and experience impaired learning. However, student-student relationships and their influence on outcomes such as learning have not been examined in depth (Myers & Bryant, 2002), even though understanding student experiences from their own perspectives is important (Nuthall, 2004). Indeed, student-student relationships may play a greater role than faculty-student relationships in student learning (Fassinger, 1995).…”

“…Thus, if we are to perform our faculty roles as effectively as possible, we must understand this process. Several scholars propose we investigate this process (Dwyer et al, 2004;Johnson, 2009;Myers & Bryant, 2002;Nuthall, 2004). This study directly addresses that need by examining how students construct and make sense of their fellow students' contributions to the learning environment.…”