The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

Goodboy, Alan K.; Myers, Scott A.

doi:10.1080/03634520701787777

Cited by 152 publications

(102 citation statements)

References 81 publications

(131 reference statements)

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“…Second, the findings offer qualified support for previous research that has demonstrated the importance of relational messages in establishing positive classroom climates (e.g., Frisby & Martin, 2010;Frymier & Houser, 2000;Goodboy & Myers, 2008;Kougl, 1980;Myers, 1995;Rosenfeld, 1983;Sidelinger & BoothButterfield, 2010). Frymier and Houser (2000), for example, found teachers' use of communication style and immediacy behaviors to serve as significant predictors of students' affective learning and ego support (i.e., motivation, encouragement).…”

Section: Summary and Implicationssupporting

confidence: 64%

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

Walton¹

2018

AIJ

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Communication teachers have long been concerned with the development of students' oral communication competencies. Regrettably, public speaking remains one of the most feared communicative contexts. Though there has been extensive interest in cognitive/behavioral strategies for alleviating communication apprehension, there has been surprisingly little descriptive pedagogical research conducted on the subject within actual classroom settings. This qualitative case study examines the way one communication teacher dealt with issues of student reticence and fear in her introductory public speaking courses through the use of humanistic, student-centered principles. Findings reveal that her pedagogy emphasized (a) the expression of feelings and emotions, (b) prizing the whole student, and (c) intrinsic motivational learning. Implications for communication instruction and pedagogical research are considered.

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Section: Summary and Implicationssupporting

confidence: 64%

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

Walton¹

2018

AIJ

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“…Class communication frequently has been associated with an increase in grades (see Goodboy & Myers, 2008, for a review), however, the majority of research on the topic has been conducted among kindergarten through 12 th grade students rather than with college students. Rocca (2010) reviewed research from the past 50 years on student participation in the college classroom, indicating that instructors, students, and researchers alike report that class participation is important to academic success.…”

Section: Class Communicationmentioning

confidence: 99%

“…We followed the tradition of a number of studies in considering satisfaction an important outcome of higher education (e.g., Beltyukova, Stone, & Fox, 2004;DeWitz, & Walsh, 2002;Panori, Wong, Kennedy, & King, 1995). Goodboy and Myers (2008) found that a variety of student factors are associated with student satisfaction as a learning outcome. Common measures of satisfaction among students Psychosocial Factors 5 assess positive emotions in the student's life as a whole, including personal satisfaction and satisfaction with university life (e.g., the College Descriptive Index, Reed, Lahey, & Downey, 1984; the Quality of College Life, Sirgy, Grezeskowiak, & Rahtz, 2007).…”

Section: Measuring College Student Successmentioning

confidence: 99%

Psychosocial Factors Predicting First-Year College Student Success

Krumrei-Mancuso

Newton

Kim

et al. 2013

csd

197

109

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Student success is at the heart of the educational enterprise. College success helps students to meet long-term personal and career goals and provides a range of monetary, psychosocial, and physical benefits (Baum & Ma, 2007). For years, concern has been expressed about graduation rates (Swail, 2004). Only slightly more than half (57%) of full-time students first going to a 4-year institution seeking a bachelor's degree end up achieving that goal within 6 years (National Center for Education Statistics, 2010, Indicator 21). Furthermore, given the high rate of students who discontinue their education at their original institution, retention is a popular topic within provides a reference list of over 1,400 publications on student retention. In addition, the entrepreneurial market has developed numerous consulting organizations that aid universities in increasing retention.Retaining students until graduation is often a direct fulfillment of the mission of institutions of higher learning. Colleges and universities are concerned with preparing students for productive roles in society. Students who terminate their education prior to graduation lose the time and finances that they have invested in the educational process without gaining the benefits of a degree. Admitting a student into the institution carries with it a certain level of commitment on the part of the institution to support the success of the student. Secondarily, retention is of concern to institutions for financial reasons. When students discontinue, a university is faced with the loss of campus resources that have been invested in the student as well as the loss of future revenue in the form of tuition.Students discontinuing their education may reflect a failure on the part of the institution to support students' progress or respond to students' needs. Colleges and universities have invested a great amount of money in retention services (e.g., preparation courses, first-year seminars, academic success centers, advising interventions, tutorial programs, and counseling) in the hopes of retaining students through graduation. These represent substantial investments to improve student opportunities for success. Seidman (2005) indicated that promoting student success involves early identification of individual needs followed by a prescription for action.Psychosocial learning factors are useful points of intervention for professionals to actively promote student success (Krumrei & Newton, 2009). Institutions of higher education are in need of assessments of psychosocial learning factors that can be used to customize interventions to students' characteristics . Given institutional cost Psychosocial Factors 4 restraints, it would benefit colleges and universities to make use of tools in house rather than allocating substantial funding toward private consulting organizations promising retention results. Measuring College Student SuccessTinto (1987, 2005) observed that efforts to promote student success are hampered when research focuses on student attrition ra...

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“…Two of the most commonly used measures of cognitive learning are the two-item learning loss measure (Richmond, McCroskey, Kearney, & Plax, 1987), which asks students how much they learned in a course and how much they believe they would learn from an ''ideal'' instructor (see Burroughs, 2007;Waldeck, 2007 for applications of this measure), and the cognitive learning indicators scale (Frymier & Houser, 1999;Frymier, Shulman & Houser, 1996), which asks students to report on several behaviors associated with learning, including discussing course material with others (see Goodboy & Bolkan, 2009;Goodboy & Myers, 2008 for applications). These methods have been criticized (Hess, Smythe, & Communication 451, 2001) for failing to measure student performance directly.…”

Section: Measuring Cognitive Learningmentioning

confidence: 99%

Generative Learning, Quizzing and Cognitive Learning: An Experimental Study in the Communication Classroom

Johnson¹,

Mrowka

2010

Communication Education

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The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

Cited by 152 publications

References 81 publications

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

Psychosocial Factors Predicting First-Year College Student Success

Generative Learning, Quizzing and Cognitive Learning: An Experimental Study in the Communication Classroom

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