Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

Myers, Scott A.; Goldman, Zachary W.; Atkinson, Jordan; Ball, Hannah; Carton, Shannon T.; Tindage, Melissa F.; Anderson, Amena O.

doi:10.1080/03634523.2015.1061197

Cited by 30 publications

(21 citation statements)

References 45 publications

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“…Instructors also play an important role in developing positive and supportive climates in online courses, by being present, available, understanding, and providing clear instructions and expectations in the course (Kaufmann, Sellnow, & Frisby, 2016). Importantly, students who perceive a positive communication climate are more likely to actively participate, interact, and engage in class as well as collaborate and connect with their peers in and outside of class (Myers et al, 2016).…”

Section: Teaching Behaviors That Create a Supportive Environmentmentioning

confidence: 99%

Precarity, citizenship, and the “traditional” student

Bahrainwala

2020

Communication Education

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Precarity, or the condition of continual wage insecurity, is shaping a generation of U.S. college students that suffer continually under poor material conditions, exploitative work schedules, and institutions that do not recognize their precarity. I ground the latter point-that higher education does not recognize the needs of its student precariat-in the argument that such institutions are oriented toward the specter of the traditional student, a concept suffused with citizenship rhetorics. In this paper, I examine the discursive construct of the traditional student, and how it deploys rhetorics of citizenship that deepen exclusions and contribute to student precarity in U.S. higher education. National survey data reveal that college students in the U.S. are experiencing acute precarities on multiple fronts. A startling 60% were food-insecure in 2019, with more students of color, students in 2-year colleges, and LGBTQ+ students reporting food insecurity (AAC&U News, 2019). Over two-thirds of all U.S. students graduate with an average of $30,000 in debt (Dynarski, 2015) at a time when an undergraduate degree has all but become a requirement for an entry-level job. Additionally, a quarter of all university students work full-time to put themselves through college, while 40% work at least 30 h a week (Deruy & National Journal, 2015). Similarly, faculty experience parallel precarities as tenure-track opportunities shrink (Harris, 2019), research expectations balloon (Kafka, 2018), and contingent labor becomes the new majority of faculty labor in the U.S. (Murray, 2019). College students then experience the pressures of faculty contingency secondhand when they are unable to develop relationships or request recommendations from instructors whose labor is stretched across multiple campuses. This carries costs for student learning, which becomes shaped by what McConnell (2019) calls a pedagogy of the transitory, which identifies contingency as a communicative phenomenon and a culturally thick experience that shapes the college learning environment (2019). Students and their faculty imbibe what Rifenburg, Johnston, Ng, and Carney (2019) call the labor casualization of the expanding neoliberal university, which expects faculty and students to labor beyond the classroom through scholarly and civic engagement, public intellectual work, and unpaid internships, with little thought to material compensation and domestic burdens. Given these documented precarities, it is important to ask how institutions discursively orient away from the student precariat and their needs, which in turn reproduces these cycles of precarity. In this essay, I reflect on the notion of the student-citizen to consider

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Section: Teaching Behaviors That Create a Supportive Environmentmentioning

confidence: 99%

Precarity, citizenship, and the “traditional” student

Bahrainwala

2020

Communication Education

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“…De acuerdo a los planteamientos de Dekas et al (2013), no existe un modelo para describir la conducta ciudadana organizacional para todo tipo de organizaciones, inclusive las conductas relevantes pueden variar en el tiempo. Por ejemplo, una investigación con estudiantes universitarios encontró que algunas dimensiones fueron similares a las investigaciones tradicionales en el área (Podsakoff et al, 2014;Organ, 1988) incluso a investigaciones recientes con estudiantes universitarios (Myers et al, 2016), sin embargo, la mayoría de las dimensiones que surgieron fueron nuevas (Nawaz et al, 2017). Ello podría mostrar que la ciudadanía depende especialmente de la cultura y socialización que los estudiantes tienen en cada institución universitaria, así como también, de cada país.…”

Section: Discussionunclassified

“…De acuerdo a LeBlanc (2014) las universidades son organizaciones donde se ha estudiado la conducta ciudadana, sin embargo, se ha centrado en la conducta ciudadana de los docentes ignorando que los estudiantes y personal administrativo también juegan un rol importante en ella. Por ejemplo, se ha investigado: (a) La conducta ciudadana de los profesores, por ejemplo, el aportar con ideas a la dirección de la institución y la disposición para ocupar tiempo extra para beneficio de la institución (Ahmet, 2016); (b) Las conducta cívica que los estudiantes universitarios manifiestan dentro de la sala de clases, tales como, participar voluntariamente en discusiones en clases u ofrecerse de voluntario en un ejercicio o ayudar a compañeros fuera de clase o mantener la sala limpia (Myers et al, 2016); (c) La conducta cívica que los estudiantes muestran hacia la comunidad, tal como, trabajo voluntario de servicio a la comunidad (Mitchell et al, 2016); (d) Predictores de que los estudiantes universitarios muestren conducta ciudadana, por ejemplo, el impacto del interés del estudiante por su carrera (Ehtiyar et al, 2010) y el nivel de bienestar subjetivo del estudiante (Gore et al, 2014); (e) De particular interés para esta investigación, la construcción de escalas que midan el compromiso, la participación y la cooperación de los estudiantes universitarios por aportar con ideas para mejorar del ambiente universitario, apoyar a compañeros, apoyar eventos culturales, entre otros (Nawaz et al, 2017;Di Battista et al, 2014;Chen y Carey, 2009). …”

Section: Introductionunclassified

Conceptualización y Medición de la Conducta Ciudadana en la Carrera en Estudiantes Universitarios

2018

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* Autor a quien debe ser dirigida la correspondenciaRecibido Jun. 23, 2017; Aceptado Ago. 21, 2017; Versión final Oct. 20, 2017, Publicado Abr. 2018 Resumen Se propone el constructo conducta ciudadana en la carrera universitaria, referido a la participación voluntaria de los estudiantes en actividades que favorecen el buen funcionamiento de su centro de estudio. La investigación consistió en la validación de contenido y de constructo de una escala para medirlo. La investigación tuvo un diseño de método mixto secuencial exploratorio. En la primera fase, se utilizó el método cualitativo y se construyó una escala basado en grupos Delphi, uno con estudiantes y otro con docentes. Posteriormente, se efectuaron entrevistas a estudiantes y a docentes. El resultado fue una escala de 25 ítems con cuatro dimensiones. En la segunda fase, con una muestra compuesta por 243 estudiantes universitarios, se realizó un análisis factorial exploratorio y un análisis de confiabilidad de la escala. Los resultados muestran una escala de 14 ítems con propiedades psicométricas robustas, una estructura bifactorial compuesta por las dimensiones Participación Activa en la Organización Estudiantil y Apoyo a la Carrera. Se obtuvo una alta confiabilidad a través del alfa ordinal. Palabras claves: conducta ciudadana; estudiantes; escala; validez; propiedades psicométricas Conceptualization and Measurement of Citizenship Behavior in the Career in University Students AbstractIt is proposed the construct citizenship behavior in the university career, which refers to the voluntary participation of students in activities that favor the proper functioning of their educational institution. The research consisted of the validation of content and construct of a scale for this purpose. The exploratory sequential mixed-methods design was selected for this study. The qualitative method was used in phase one and a scale based on a Delphi group was designed with students, and another with academics. After that, interviews with both groups were done. In the second phase, with a sample composed of 243 university students, an exploratory factor analysis and a reliability analysis of the scale were performed. Results show a 14 item scale with psychometric robust properties, a bifactorial structure composed of the dimensions Active Participation in the Student Organization and Career Support. High reliability was obtained through the ordinal alpha.

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Section: Reciprocal Servicesmentioning

confidence: 99%

“…Classroom citizenship behaviors (Myers et al, 2016) are an emerging area of research in instructional communication, which suggest reciprocal services happen within the classroom. Myers et al (2016) identified classroom citizenship behaviors (CCB) as students' voluntary engagement in behaviors that promote the functioning of the classroom and instruction, and include the dimensions of involvement, affiliation, and courtesy. Involvement refers to student behaviors focused toward the instructor that students use to engage and interact during class, affiliation refers to student behaviors focused on classmates in order to connect and collaborate, and courtesy refers to student behaviors that are directed toward the classroom environment and represent instructional etiquette.…”

Section: Reciprocal Servicesmentioning

confidence: 99%

Student-Instructor Out-of-Class Communication: A Media Multiplexity Approach

Clark-Gordon¹

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The present set of studies examined media multiplexity theory (MMT; Haythornthwaite, 2005) in the context of student-instructor out-of-class communication (OCC) in two samples: undergraduate and graduate students. It was predicted that student-instructor tie strength (closeness) would lead to a greater number of modes used for OCC, and subsequently, the number of modes used for OCC would predict positive classroom outcomes, including communication satisfaction, cognitive and affective learning, and motivation. It was also predicted that the effect of closeness on the number of modes used for OCC would be moderated by student's enjoyment of online communication, insofar as it would suppress the amount of modes used to communicate outside the classroom for those students who did not enjoy online communication, or amplify the effects for those students that did enjoy online communication. Results revealed that for undergraduate students, the number of media used to communicate with one's instructor indirectly impacted their communication satisfaction, affective and cognitive learning, and motivation, through their feelings of the closeness with their instructor, contrary to the hypothesized model. This effect was strengthened for those students who had greater enjoyment of online communication. For graduate, the same pattern of indirect effects emerged, but enjoyment of online communication had no moderating effect in the graduate student sample. Implications for Media Multiplexity Theory (MMT) and viewing the student-instructor relationship as interpersonal are discussed. Because MMT was supported by the present studies, important conclusions on the nature of the student-instructor relationship, and the subsequent effects of their communication patterns are drawn. iii Table of Contents Introduction .

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Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

Cited by 30 publications

References 45 publications

Precarity, citizenship, and the “traditional” student

Precarity, citizenship, and the “traditional” student

Conceptualización y Medición de la Conducta Ciudadana en la Carrera en Estudiantes Universitarios

Student-Instructor Out-of-Class Communication: A Media Multiplexity Approach

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