The effects of out-of-class support on student satisfaction and motivation to learn

Communication Education

Volumn 57, Issue 3, 2008, Pages 373-388

  Jones, Adam C ^a  

^a ILLINOIS COLLEGE   (United States)

Author keywords

Ego Support; Out of Class Support; Social Support; Student Motivation; Student Satisfaction

Indexed keywords

EID: 45949089978     PISSN: 03634523     EISSN: 14795795     Source Type: Journal    
DOI: 10.1080/03634520801968830     Document Type: Article

References (85)

1. Aitken, N. D. (1982). College student performance, satisfaction and retention: Specification and estimate of a structural model. Journal of Higher Education, 53, 32-50.
2. Andersen, J. F. (1979). Teacher immediacy as a predictor of teacher effectiveness. Communication Yearbook, 3, 543-559.
3. Armstrong, M. (1999). Models of faculty-student interaction outside of the classroom: The Duke University Faculty Associates program. College Student Affairs Journal, 19, 4-16.
4. Arthur, N. (1998). The effects of stress, depression, and anxiety on postsecondary students' coping strategies. Journal of College Student Development, 39, 11-22.
5. Ashton, W. A., & Fuehrer, A. (1993). Effects of gender and gender role identification of participant and type of social support resource on support seeking. Sex Roles, 28, 461-476.
6. Astin, A. W. (1977). Four critical years. San Francisco: Jossey-Bass.
7. Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
8. Aylor, B., & Oppliger, P. (2003). Out-of-class communication and student perceptions of instructor humor orientation and socio-communicative style. Communication Education, 52, 122-134.
9. Bachen, C. M., McLoughlin, M. M., & Garcia, S. S. (1999). Assessing the role of gender in college students' evaluations of faculty. Communication Education, 48, 193-210.
10. Barbee, A. P., Gulley, M. R., & Cunningham, M. R. (1990). Support seeking in close relationships. Journal of Social and Personal Relationships, 7, 531-540.
11. Baringer, D. K., & McCroskey, J. C. (2000). Immediacy in the classroom: Student immediacy. Communication Education, 49, 178-186.
12. Bean, J. P., & Bradley, R. K. (1986). Untangling the satisfaction-performance relationship for college students. Journal of Higher Education, 57, 393-412.
13. Benjamin, M., & Hollings, A. (1997). Student satisfaction: Test of an ecological model. Journal of College Student Development, 38, 213-228.
14. Beatty, M. J., Forst, E. C., & Stewart, R. A. (1986). Communication apprehension and motivation as predictors of public speaking duration. Communication Education, 35, 143-146.
15. Beatty, M. J., & Payne, S. K. (1985). Is construct differentiation loquacity? A motivational perspective. Human Communication Research, 11, 605-612.
16. Bradley, P. H. (1980). Sex, competence, and opinion deviation: An expectation states approach. Communication Monographs, 47, 101-110.
17. Burleson, B. R. (1982). The development of comforting communication skills in childhood and adolescence. Child Development, 53, 1578-1588.
18. Burleson, B. R., Kunkel, A. W., Samter, W., & Werking, K. J. (1996). Men's and women's evaluations of communication skills in personal relationships: When sex differences make a difference - and when they don't. Journal of Social and Personal Relationships, 13, 201-224.
19. Burleson, B. R., & MacGeorge, E. L. (2002). Supportive communication. In M. L. Knapp & J. A. Daly (Eds.), Handbook of interpersonal communication (3rd ed) (pp. 374-424). Thousand Oaks, CA: Sage.
20. Canary, D. J., & Hause, K. S. (1993). Is there any reason to research sex differences in communication? Communication Quarterly, 41, 129-144.
21. Cauce, A. M., Hannan, K., & Sargeant, M. (1992). Life stress, social support, and locus of control during early adolescence: Interactive effects. American Journal of Community Psychology, 20, 787-798.
22. Caughlin, J. P. (2003). Family communication standards: What counts as excellent family communication and how are such standards associated with family satisfaction? Human Communication Research, 29, 5-40.
23. Christophel, D. M. (1990). The relationship among teacher immediacy behaviors, student motivation, and meaning. Communication Education, 39, 323-340.
24. Christophel, D. M., & Gorham, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivations and demotivation in college classes. Communication Education, 44, 292-306.
25. Cline, R. J., & McKenzie, N. J. (1994). Sex differences in communication and the construction of HIV/AIDS. Journal of Applied Communication Research, 22, 322-337.
26. Cutrona, C. E. (1996). The interplay of negative and supportive behaviors in marriage. In G. R. Pierce, B. R. Sarason, & I. G. Sarason (Eds.), Handbook of social support and the family (pp. 173-194). New York: Plenum.
27. Cutrona, C. E., Cole, V., Colangelo, N., Assouline, S. G., & Russell, D. W. (1994). Perceived parental social support and academic achievement: An attachment theory perspective. Journal of Personality and Social Psychology, 66, 369-378.
28. Cutrona, C. E., & Suhr, J. A. (1992). Controllability of stressful events and satisfaction with spouse support behaviors. Communication Research, 19, 154-174.
29. Dehle, C., Larsen, D., & Landers, J. E. (2001). Social support in marriage. The American Journal of Family Therapy, 29, 307-324.
30. Ellis, K. (2000). Perceived teacher confirmation: The development and validation of an instrument and two studies of the relationship to cognitive and affective learning. Human Communication Research, 26, 264-291.
31. Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53, 1-20.
32. Endo, J. J., & Harpel, R. L. (1982). The effect of student-faculty interaction on students' educational outcomes. Research in Higher Education, 16, 115-138.
33. Frymier, A. B. (1994). The use of affinity-seeking in producing liking and learning in the classroom. Journal of Applied Communication Research, 22, 87-105.
34. Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49, 207-219.
35. Goldsmith, D. J. (2004). Communicating social support. New York: Cambridge University Press.
36. Goldsmith, D., & Albrecht, T. (1993). The impact of supportive communication networks on test anxiety and performance. Communication Education, 42, 142-158.
37. Goldsmith, D. J., & Dun, S. A. (1997). Sex differences and similarities in the communication of social support. Journal of Social and Personal Relationships, 14, 317-337.
38. Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46, 245-261.
39. Graham, E. E. (1994). Interpersonal communication satisfaction inventory. In R. B. Rubin, P. Palmgreen, & H. E. Sypler (Eds.), Communication research measures: A sourcebook (pp. 217-222). New York: Guilford.
40. Greenglass, E., Fiksenbaum, L., & Burke, R. J. (1996). Components of social support, buffering effects and burnout: Implications for psychological functioning. Anxiety, Stress & Coping: An International Journal, 9, 185-197.
41. Haines, M. E., Norris, M. P., & Kashy, D. A. (1996). The effects of depressed mood on academic performance in college students. Journal of College Student Development, 37, 519-526.
42. Harper, N. L., & Hirokawa, R. Y. (1988). A comparison of persuasive strategies used by female and male managers I: An examination of downward influence. Communication Quarterly, 36, 157-168.
43. Hatcher, L., Kryter, K., Prus, J. S., & Fitzgerald, V. (1992). Predicting college student satisfaction, commitment, and attrition from investment model constructs. Journal of Applied Social Psychology, 22, 1273-1296.
44. Hearn, J. C. (1985). Determinants of college students' overall evaluations of their academic programs. Research in Higher Education, 23, 413-437.
45. Hecht, M. L. (1978). Measures of communication satisfaction. Human Communication Research, 4, 350-368.
46. Jaasma, M. A., & Koper, R. J. (1999). The relationships of student-faculty out-of-class communication to instructor immediacy and trust and to student motivation. Communication Education, 48, 41-47.
47. Jackson, S., & Jacobs, S. (1983). Generalizing about messages: Suggestions for the design and analysis of experiments. Human Communication Research, 9, 169-181.
48. Jones, A. C., Hunt, S. K., Simonds, C. J., Comadena, M. E., & Baldwin, J. R. (2004). Speech laboratories: An exploratory examination of potential pedagogical effects on students. Basic Communication Course Annual, 16, 105-138.
49. Knox, W. E., Lindsay, P., & Kolb, M. N. (1992). Higher education, college characteristics and student experiences: Long-term effects on educational satisfactions and perceptions. Journal of Higher Education, 63, 303-328.
50. Koesten, J. (2004). Family communication patterns, sex of subject, and communication competence. Communication Monographs, 71, 226-244.
51. Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. The Journal of Higher Education, 66, 123-155.
52. Kunkel, A. W., & Burleson, B. R. (1999). Assessing explanations for sex differences in emotional support: A test of the different cultures and skill specialization accounts. Human Communication Research, 25, 307-340.
53. Liegler, R. M. (1997). Predicting student satisfaction in baccalaureate nursing programs: Testing a causal model. Journal of Nursing Education, 36, 357-364.
54. Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators' stress, job satisfaction, school commitment, health, and intent to stay in teaching. RASE: Remedial & Special Education, 15, 297-310.
55. Ma, X., & Kishor, N. (1997). Attitude toward self, social factors and achievement in mathematics: A meta-analytic review. Educational Psychology Review, 9, 89-120.
56. MacGeorge, E. L., Samter, W., & Gillihan, S. J. (2005). Academic stress, supportive communication, and health. Communication Education, 54, 365-372.
57. Milem, J. F., & Berger, J. B. (1997). A modified model of college student persistence: Exploring the relationship between Astin's theory of involvement and Tinto's theory of student departure. Journal of College Student Development, 38, 387-400.
58. Mulac, A, Lundell, T. L., & Bradac, J. J. (1986). Male/female language differences and attributional consequences in a public speaking situation: toward an explanation of the gender-linked language effect. Communication Monographs, 53, 115-129.
59. Murphy, M. C., & Archer, J. A. (1996). Stressors on the college campus: A comparison of 1985 and 1993. Journal of College Student Development, 37, 20-28.
60. Okun, M. A., Sandler, I. N., & Baumann, D. J. (1988). Buffer and booster effects as event-support transactions. American Journal of Community Psychology, 16, 435-449.
61. Pascarella, E. T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 50, 545-595.
62. Pascarella, E. T., & Terenzini, P. Y. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco, CA: Jossey-Bass.
63. Pike, G. R. (1991). The effects of background, coursework and involvement on students' grades and satisfaction. Research in Higher Education, 32, 15-30.
64. Pike, G. R. (1993). The relationship between perceived learning and satisfaction with college: An alternative view. Research in Higher Education, 34, 23-40.
65. Pike, G. R., Schroeder, C. C., & Berry, T. R. (1997). Enhancing the educational impact of residence halls: The relationship between residential learning communities and first-year college experiences and persistence. Journal of College Student Development, 38, 609-621.
66. Plax, T. G., Kearney, P., & Tucker, K. L. (1986). Prospective teachers' use of behavior alteration techniques on common student misbehaviors. Communication Education, 35, 32-42.
67. Rakow, L. (1986). Rethinking gender research in communication. Journal of Communication, 36(4), 11-26.
68. Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.
69. Richmond, V. P., Gorham, J., & Furio, B. J. (1987). Affinity-seeking communication in collegiate female-male relationships. Communication Quarterly, 35, 334-348.
70. Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child Adolescent Social Work Journal, 17, 205-226.
71. Rubin, R. B., Perse, E. M., & Barbato, C. A. (1988). Conceptualization and measurement of interpersonal communication motives. Human Communication Research, 14, 602-628.
72. Rubin, R. B., & Rubin, A. M. (1989). Communication apprehension and satisfaction in interpersonal relationships. Communication Research Reports, 6, 13-20.
73. Schrodt, P., & Turman, P. D. (2005). The impact of instructional technology use, course design, and sex differences on students' initial perceptions of instructor credibility. Communication Quarterly, 53, 177-196.
74. Sprecher, S., Metts, S., Burleson, B., Hatfield, E., & Thompson, A. (1995). Domains of expressive interaction in intimate relationships: Associations with satisfaction and commitment. Family Relations, 44, 203-210.
75. Tennant, C. (2002). Life events, stress, and depression. Australian and New Zealand Journal of Psychiatry, 36, 173-182.
76. Terenzini, P. T., & Pascarella, E. T. (1980). Student/faculty relationships and freshman year educational outcomes: A further investigation. Journal of College Student Personnel, 21, 521-528.
77. Terenzini, P. Y., Pascarella, E. T., & Blimling, G. S. (1996). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of College Student Development, 37, 149-162.
78. Teven, J. J., & McCroskey, J. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1-9.
79. Thomas, E. H., & Galambos, N. (2004). What satisfies students? Mining student-opinion data with regression and decision tree analysis. Research in Higher Education, 45, 251-269.
80. Tinto, V. (2004). Student retention and graduation: Facing the truth, living with the consequences. Retrieved March 15, 2007, from http://www.pellinstitute.org/tinto/TintoOccasionalPaperRetention.pdf
81. Torsheim, T., & Wold, B. (2001). School-related stress, support, and subjective health complaints among early adolescents. Journal of Adolescence, 24, 701-713.
82. Trobst, K. K., Collins, R. L., & Embree, J. M. (1994). The role of emotion in social support provision: Gender, empathy, and expressions of distress. Journal of Social and Personal Relationships, 11, 45-62.
83. Turman, P. D., & Schrodt, P. (2005). The influence of instructional technology use on students' affect: Do course designs and biological sex make a difference? Communication Studies, 56, 109-129.
84. Wentzel, K. R., & Watkins, D. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review, 31, 366-377.
85. Xu, Y., & Burleson, B. R. (2001). Effects of sex, culture, and support type on perceptions of spousal social support: An assessment of the "support gap" hypothesis in early marriage. Human Communication Research, 27, 535-566.