Students' Predispositions and Orientations toward Communication and Perceptions of Instructor Reciprocity and Learning

Communication Education

Volumn 57, Issue 1, 2008, Pages 20-40

  Allen, Jerry L ^a   Long, Kathleen M ^b   O'mara, Joan ^c   Judd, Ben B ^a  

^a UNIVERSITY OF NEW HAVEN   (United States)

^b WEST VIRGINIA WESLEYAN COLLEGE   (United States)

^c UNIVERSITY OF HARTFORD   (United States)

Author keywords

Affective and Cognitive Learning; Communication Apprehension; Instructor Socio Communicative Style; Student and Instructor Immediacy; Student Socio Communicative Orientation

Indexed keywords

EID: 70349841338     PISSN: 03634523     EISSN: 14795795     Source Type: Journal    
DOI: 10.1080/03634520701670908     Document Type: Article

References (81)

1. Allen, J. L., Long, K. M., O'Mara, J., & Judd, B. B. (2003). Verbal and nonverbal orientations toward communication and the development of intracultural and intercultural relationships. Journal of Intercultural Communication Research, 32, 129 160.
2. Andersen, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. Communication Yearbook, 3, 543-559.
3. Baringer, D. K., & McCroskey, J. C. (2000). Immediacy in the classroom: Student immediacy. Communication Education, 49, 178-186.
4. Beatty, M. J., & McCroskey, J. C. (1998). Interpersonal communication as temperamental expression: A communibiological paradigm. In J. C. McCroskey, J. A. Daly, M. M. Martin, & M. J. Beatty (Eds.), Communication and personality: Trait perspective (pp. 41-67). Cresskill, NJ: Hampton Press.
5. Beatty, M. J., McCroskey, J. C., & Heisel, A. D. (1998). Communication apprehension as temperamental expression: A communibiological paradigm. Communication Monographs, 65, 197-219.
6. Beatty, M. J., McCroskey, J. C., & Valencic, K. M. (2001). The biology of communication: A communibiological perspective. Cresskill, NJ: Hampton Press.
7. Bem, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155-162.
8. Christophel, D. M. (1990). The relationship among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340.
9. Christophel, D. M., & Gorham, J. S. (1995). A test retest analysis of student motivation, teacher immediacy, and perceived sources of motivation, and learning. Communication Education, 44, 292-306.
10. Cole, J. G. (2000). A temperament perspective of nonverbal immediacy. Communication Research Reports, 17, 90-94.
11. Cole, J. G., & McCroskey, J. C. (2000). Temperament and socio-communicative orientation. Communication Research Reports, 17, 105-114.
12. Eysenck, H. J. (1986). Can personality study ever be scientific? Journal of Social Behavior and Personality, 1, 3-19.
13. Fogg, P. (2003, November 14). A happy medium: A compromise on reviewing the work of tenured professors satisfies everyone. The Chronicle of Higher Education, A10-A12.
14. Frymier, A. B. (1993). The relationships among communication apprehension, immediacy and motivation to study. Communication Research Reports, 6, 8-17., November 14
15. Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42, 133-144.
16. Frymier, A. B. (2005). Students' classroom communication effectiveness. Communication Quarterly, 2, 197-212.
17. Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40-53.
18. Gorham, J., & Christophel, D. M. (1992). Students' perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40, 239-252.
19. Gorham, J. S., & Zakahi, W. R. (1990). A comparison of teacher and student perceptions of immediacy and learning: Monitoring process and product. Communication Education, 39, 354-368.
20. Gouldner, A. W. (1960). A norm of reciprocity: A preliminary statement. American Sociology Review, 26, 161-178.
21. Heider, F. (1958). The psychology of interpersonal relations. New York, NY: Wiley.
22. Heisel, A. D., McCroskey, J. C., & Richmond, V. P. (1999). Testing theoretical relationships and non- relationships of genetically based predictors: Getting started with communibiology. Communication Research Reports, 16, 1-9.
23. Horvath, C. W. (1995). Biological origins of communicator style. Communication Quarterly, 43, 394-407.
24. Horvath, C. W. (1998). Biological origins of communicator style. In J. C. McCroskey, J. A. Daly, M. M. Martin, & M. J. Beatty (Eds.), Communication and personality: Trait perspectives (pp. 69-94). Cresskill, NJ: Hampton Press.
25. Hurt, T. H., & Preiss, R. (1978). Silence isn't necessarily golden: Communication apprehension, desired social choice and academic success among middle-school students. Human Communication Research, 4, 314-328.
26. Jasper, J., Hewstone, M., & Fincham, F. D. (1983). Attribution theory and research: The state of the art. In J. Jasper, M. Hewstone, & F. D. Fincham (Eds.), Attribution theory and research: Conceptual, developmental and social dimensions (pp. 3-36). London, UK: Academic Press.
27. Kearney, P., & McCroskey, J. C. (1980). Relationship among teacher communication style, trait and state communication apprehension and teacher effectiveness. Communication Yearbook, 4, 533-551.
28. Kearney, P., & Plax, T. G. (1991). An attributional analysis of college students' resistance decisions. Communication Education, 40, 325-342.
29. Kelley, H. H. (1967). Attribution theory in social psychology. In: D. Levine (Ed.), Nebraska symposium on motivation (Vol. 15, pp. 192-238). Lincoln, NE: University of Nebraska Press.
30. Kelley, H. H. (1973). The process of causal attribution. American Psychologist, 28, 107 128.
31. Kelley, H. H., & Michela, J. L. (1980). Attribution theory and research. Annual Review of Psychology, 31, 457-501.
32. Kelsey, D. M., Kearney, P., Plax, T. G., Allen, T. H., & Ritter, K. J. (2004). College students' attributions of teacher misbehaviors. Communication Education, 53, 40-55.
33. Lashbrook, W. B. (1974). Toward the measurement and processing of the social style profile. Eden Prairie, MN: Wilson Learning Corporation.
34. Martin, M. M., Chesebro, J. L., & Mottet, T. P. (1997). Students' perceptions of instructors' socio-communicative style and the influence on instructor credibility and situational motivation. Communication Research Reports, 14, 431-440.
35. McCroskey, J. C. (1977a). Classroom consequences of communication apprehension. Communication Education, 26, 27-33.
36. McCroskey, J. C. (1977b). Oral communication apprehension: A summary of recent history theory and research. Human Communication Research, 4, 78-96.
37. McCroskey, J. C. (1983). Oral communication apprehension: A reconceptualization. Communication Yearbook, 6, 136-170.
38. McCroskey, J. C. (1994). Assessment of affect toward communication and affect toward instruction in communication. In S. Morreale, M. Brooks, & C. Cooke (Eds.), 1994 SCA summer conference proceedings and prepared remarks (pp. 55-71). Annandale, VA: Speech Communication Association.
39. McCroskey, J. C. (2001). An introduction to rhetorical communication (8th edn). Englewood Cliffs, NJ: Prentice Hall.
40. McCroskey, J. C., & Andersen, J. F. (1976). The relationship between communication apprehension and academic achievement among college students. Human Communication Research, 3, 72-81.
41. McCroskey, J. C., & Beatty, M. J. (2000). The communibiological perspective: Implications for communication in instruction. Communication Education, 49, 1-8.
42. McCroskey, J. C., & Daly, J. A. (1976). Teachers' expectations of the communication apprehensive child in the elementary school. Human Communication Research, 3, 67-72.
43. McCroskey, J. C., Daly, J. A., Richmond, V. P., & Cox, B. (1975). The effects of communication apprehension on interpersonal attraction. Human Communication Research, 2, 51-65.
44. McCroskey, J. C., Daly, J. A., & Sorensen, G. (1976). Personality correlates of communication apprehension: A research note. Human Communication Research, 2, 376-380.
45. McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communication. In J. C. McCroskey & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 129-156). Beverly Hills, CA: Sage.
46. McCroskey, J. C., & Richmond, V. P. (1992). Increasing teacher influence through immediacy. In V. P. Richmond & J. C. McCroskey (Eds.), Power in the classroom: Communication, control, and concern (pp. 101-119). Hillsdale, NJ: Lawrence Erlbaum.
47. McCroskey, J. C., & Richmond, V. P. (2000). Applying reciprocity and accommodation theories to supervisor/subordinate communication. Journal of Applied Communication Research, 28, 278-289.
48. McCroskey, J. C., Richmond, V. P., & Bennett, V. E. (2006). The relationship of student end-of-class motivation with teacher communication behaviors and instructional outcomes. Communication Education, 55, 403-414.
49. McCroskey, J. C., Richmond, V. P., Daly, J. A., & Falcione, R. L. (1977). Studies of the relationship between communication apprehension and self-esteem. Human Communication Research, 3, 269-277.
50. McCroskey, J. C., Richmond, V. P., Sallinen, A., Fayer, J. M., & Barraclough, R. A. (1995). A cross- cultural and multi-behavioral analysis of the relationship between nonverbal immediacy and teacher evaluation. Communication Education, 44, 281-292.
51. McCroskey, J. C., Sallinen, A., Fayer, J. M., Richmond, V. P., & Barraclough, R. A. (1996). Nonverbal immediacy and cognitive learning: A cross-cultural investigation. Communication Education, 45, 200-211.
52. McCroskey, J. C., Valencic, K. M., & Richmond, V. P. (2004). Toward a general model of instructional communication. Communication Quarterly, 52, 197-210.
53. McPherson, M. B., & Young, S. L. (2004). What students think when teachers get upset: Fundamental attribution error and student-generated reasons for teacher anger. Commu- nication Quarterly, 52, 357-369.
54. Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.
55. Merrill, D. W., & Reid, R. H. (1981). Personal styles and effective performance. Radnor, PA: Chilton Book.
56. Mottet, T. P., & Beebe, S. A. (2006). The relationship between student responsive behaviors, student socio-communicative style and instructors' subjective and objective assessments of student work. Communication Education, 55, 295-312.
57. Mottet, T. P., & Richmond, V. P. (1998). Newer is not necessarily better: A reexamination of affective learning measurement. Communication Research Report, 15, 370-378.
58. Nisbett, R. E., & Ross, L. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliffs, NJ: Prentice Hall.
59. Norton, R. (1978). Foundations of a communication style construct. Human Communication Research, 4, 99-112.
60. Norton, R. (1983). Communication style: Theory, applications, and measures. Beverly Hills, CA: Sage.
61. O'Mara, J., Allen, J. L., Long, K. M., & Judd, B. (1996). Communication apprehension, nonverbal immediacy, and negative expectations for learning. Communication Research Reports, 13, 109-128.
62. Plax, T. G., Kearney, P., McCroskey, J. C., & Richmond, V. P. (1986). Power in the classroom VI: Verbal control strategies, nonverbal immediacy, and affective learning. Communication Education, 35, 43-55.
63. Powers, W., & Smythe, M. J. (1980). Communication apprehension and achievement in a performance-oriented basic communication course. Human Communication Research, 6, 146-152.
64. Richmond, V. P. (1984). Implications of quietness: Some facts and speculations. In J. A. Daly & J. C. McCroskey (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (pp. 145-156). Beverly Hills, CA: Sage.
65. Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-197.
66. Richmond, V. P. (1997). Quietness in contemporary society: An interpretative review of research. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf, & D. Ayres (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (pp. 257-268). Cresskill, NJ: Hampton Press.
67. Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987). The relationship between selected immediacy behaviors and cognitive learning. Communication Yearbook, 10, 574-590.
68. Richmond, V. P., Lane, D. L., & McCroskey, J. C. (2006). Teacher immediacy and teacher student relationship. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication: Rhetorical and relational perspectives (pp. 167-193). Boston, MA: Allyn and Bacon.
69. Richmond, V. P., & Martin, M. M. (1998). Socio-communicative style and socio-communicative orientation. In J. C. McCroskey, J. A. Daly, M. M. Martin, & M. J. Beatty (Eds.), Communication and personality: Trait perspectives (pp. 133-148). Cresskill, NJ: Hampton Press.
70. Richmond, V. P., & McCroskey, J. C. (1990). Reliability and separation of factors on the assertiveness responsiveness measure. Psychological Reports, 67, 449-450.
71. Richmond, V. P., & McCroskey, J. C. (1992). Increasing teacher influence through immediacy. In V. P. Richmond & J. C. McCroskey (Eds.), Power in the classroom: Communication, control, and concern (pp. 101-119). Hillsdale, NJ: Lawrence Erlbaum.
72. Richmond, V. P., & McCroskey, J. C. (1998). Communication apprehension, avoidance, and effectiveness (5th edn). Boston, MA: Allyn & Bacon.
73. Richmond, V. P., & McCroskey, J. C. (2004). Nonverbal behavior in interpersonal relationships. Boston, MA: Allyn & Bacon.
74. Richmond, V. P., McCroskey, J. C., & Johnson, A. (2003). Development of the nonverbal immediacy scale (NIS): Measures of self-and other-perceived nonverbal immediacy. Communication Quarterly, 51, 504-517.
75. Richmond, V. P., McCroskey, J. C., Kearney, P., & Plax, T. G. (1987). Power in the classroom VII: Linking behavior alternation techniques to cognitive learning. Communication Education, 36, 1-12.
76. Rocca, K. A., & McCroskey, J. C. (1999). The interrelationship of student ratings of instructors' immediacy, verbal aggressiveness, homophily, and interpersonal attraction. Communication Education, 48, 308-316.
77. Rodriquez, J., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45, 293-305.
78. Thomas, C. E., Richmond, V. P., & McCroskey, J. C. (1994). The association between immediacy and socio-communicative style. Communication Research Reports, 11, 107-114.
79. Thweatt, K. S., & McCroskey, J. C. (1996). Teacher immediacy and misbehavior: Unintentional negative communication. Communication Research Reports, 13, 198-204.
80. Wanzer, M. B., & McCroskey, J. C. (1998). Teacher socio-communicative style as a correlate of student affect toward teacher and course material. Communication Education, 47, 43-52.
81. Wooten, A. G., & McCroskey, J. C. (1996). Student trust of teacher as a function of socio- communicative style of teacher and socio-communicative orientation of student. Communication Research Reports, 13, 94-100.