Students' Perceptions of College Classroom Connectedness, Assimilation, and Peer Relationships

Sollitto, Michael; Johnson, Zac D.; Myers, Scott A.

doi:10.1080/03634523.2013.788726

Cited by 43 publications

(30 citation statements)

References 42 publications

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“…Undoubtedly, research on student-to-student communication (Frisby & Sidelinger, 2013;Sidelinger et al, 2011Sidelinger et al, , 2012Sollitto et al, 2013) and instructional dissent (Goodboy 2011a(Goodboy , 2011b represent advancement in addressing these four areas of research. The current study seeks to contribute to the growth and development of the field by examining two of the areas addressed by Waldeck and colleagues (2001): (a) student-to-student communication and (d) theory and model development.…”

Section: Instructional Dissentmentioning

confidence: 98%

“…Following the call of Waldeck, Kearney, and Plax (2001) to explore these processes, instructional communication scholars have begun studying the presence and influence of constructs such as student-to-student rapport (Frisby & Martin, 2010) and classroom connectedness (Dwyer et al, 2004;Sidelinger & BoothButterfield, 2010;Sidelinger, Bolen, Frisby, & McMullen, 2011, 2012Sollitto, Johnson, & Myers, 2013). Recently, Frisby and Sidelinger (2013) examined how student self-disclosures affect student perceptions of one another.…”

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confidence: 97%

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Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

Johnson¹,

LaBelle²

2014

Communication Education

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The current study examined the relationship between student-to-student communicative behaviors and communication outcomes in the college classroom. The instructional beliefs model was used to examine student self-disclosures, student perceptions of connectedness, and student enactment of instructional dissent. Students (N = 351) completed questionnaires assessing their perceptions of other students' self-disclosures, classroom connectedness, and their own enactment of expressive, rhetorical, and vengeful dissent. Results of path analyses indicate that students' perceptions of classroom connectedness mediate the relationship between student self-disclosure and enactment of instructional dissent, particularly in the case of vengeful dissent. These results offer increased understanding of the ways in which student-to-student communication affects perceptual and communicative outcomes in the college classroom.

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Section: Instructional Dissentmentioning

confidence: 98%

mentioning

confidence: 97%

Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

Johnson¹,

LaBelle²

2014

Communication Education

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“…Responses were elicited on a 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5). Previous Cronbach's alpha reliability coefficients for the seven dimensions have ranged from .63 to .95 (Gailliard et al, 2010;Sollitto, Johnson, & Myers, 2013;Sollitto, Martin, Dusic, Gibbons, & Wagenhouser, 2014). The Organizational Dissent Scale is a 20-item measure designed to assess three dimensions of organizational dissent (i.e., upward, lateral, displaced).…”

Section: Instrumentationmentioning

confidence: 99%

The Relationship between Organizational Assimilation and Employees’ Upward, Lateral, and Displaced Dissent

Goldman

Myers

2014

Communication Reports

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This study investigated the relationship between organizational assimilation and the three types of employee dissent (i.e., upward, lateral, displaced). Participants were 186 full-time employees who completed a brief online self-report survey. Results of the study revealed that all seven dimensions of organizational assimilation (i.e., familiarity with coworkers, familiarity with supervisors, acculturation, recognition, involvement, job competency, role negotiation) were related positively to upward dissent, while two dimensions of assimilation (i.e., acculturation, involvement) were related negatively to lateral dissent. No significant relationships existed between the dimensions of organizational assimilation and displaced dissent.

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“…Responses are solicited with a 5-point Likert-type scale (1 = strongly disagree, 5 = strongly agree). Previous Cronbach alpha reliability coefficients for each subscale have ranged from .63 to .95 (Gailliard et al, 2010;Sollitto, Johnson, & Myers, 2013). The Cronbach alpha reliability coefficients for the present study were as follows: .…”

Section: Procedures and Instrumentsmentioning

confidence: 91%

Assessing the Supervisor-Subordinate Relationship Involving Part-Time Employees

Sollitto

Martin

Dusic

et al. 2014

International Journal of Business Communication

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Many college students have part-time jobs for a variety of reasons, including finances, skill enhancement, networking, personal satisfaction, and confidence. Part-time employees often differ from full-time employees on their organizational knowledge, involvement, and satisfaction. This study explored communication between college student part-time employees and their supervisors through the use of leader-member exchange theory. According to this theory, there are many personal and professional benefits for employees when they have quality relationships with their supervisors. Participants included 210 undergraduate students from a large mid-Atlantic university. College student part-time employees’ leader-member exchange was significantly and positively related to their organizational assimilation, organizational identification, work motivation, and career relevancy.

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Students' Perceptions of College Classroom Connectedness, Assimilation, and Peer Relationships

Cited by 43 publications

References 42 publications

Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model

The Relationship between Organizational Assimilation and Employees’ Upward, Lateral, and Displaced Dissent

Assessing the Supervisor-Subordinate Relationship Involving Part-Time Employees

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