The effects of student verbal and nonverbal responsiveness on teachers' liking of students and willingness to comply with student requests

R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors

“…Interpersonal affect is an important factor that has been shown to impact on the instructorÁstudent relationship (Barry & Crant, 2000;Tsui & Barry, 1986;Walther, 1995). Interpersonal affect refers to our reactions toward another, such as responding with like, dislike, pleasure, displeasure (Mottet, Beebe, Raffeld, & Pausel, 2004;Tsui & Barry, 1986). Zajonc (1980) claims affective reactions are inescapable, primary, and irrevocable.…”

“…Affect for student was measured using a modified version of Mottet et al's (2004) 6-item semantic differential instructors' liking of students scale. The scale used a 7-point semantic differential scale and asked instructors to click on the number between the adjectives that best represents their affect for the student who sent the email message.…”

Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication

“…Further complicating these processes, Mottet, Beebe, Raffeld, & Paulsel (2004) found that teachers reported liking nonverbally responsive students more and being more willing to comply with these students' requests. Similarly, observed that teachers granted more referent power to more nonverbally responsive students, which accounted for about 10% of the variance in grades of students' subjective work; equally, less responsive students were not granted similar power and subsequently graded lower for identical work.…”

“…Utilizing the LMX work of Myers (2006), along with relevant instructional studies (Babad, 1995;Mottet, Beebe, Raffeld, & Paulsel, 2004;Mottet, Parker-Raley, Cunningham, & Beebe, 2005;Young et al, 2013), we argue that LMX is a theory that will inform how students respond to injustice perceptions. Specifically, we believe that perceptions of LMX will mediate the relationships between students' justice perceptions and their antisocial classroom communication.…”

“…These perceptions have direct implications for classroom justice: In one classroom, an outgroup student may view an ingroup student as having better access to a teacher's time and resources, or that the student receives unfairly higher grades, as supported by the following research. Young et al (2013) synthesized the work of Babad (2005;Babad, Bernieri, & Rosenthal, 1989) and Mottet (Mottet, Beebe, Raffeld, & Paulsel, 2004, 2005Mottet, Parker-Raley, Cunningham, & Beebe, 2005;Mottet, Parker-Raley, Cunningham, Beebe, & Raffeld, 2006) to propose how relationships between teachers and students in the classroom could potentially damage perceptions of justice. Their main argument, based on the previous research, was that teachers do treat students differently, and that students are aware of such behavior.…”