Participation in the college classroom: The impact of instructor immediacy and verbal aggression

Journal of Classroom Interaction

Volumn 43, Issue 2, 2009, Pages 22-33

  Rocca, Kelly A ^a  

^a ST JOHN'S UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77749263746     PISSN: 07494025     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (92)

1. Andersen, J. F. (1978). The relationship between teacher immediacy and teaching effectiveness. Unpublished doctoral dissertation, West Virginia University, Morgantown, WV.
2. Andersen, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. In D. Nimmo (Ed.), Communication Yearbook, 3 (pp. 543-559). New Brunswick, NJ: Transaction Books.
3. Armstrong, M., & Boud, D. (1983). Assessing participation in discussion: An exploration of the issues. Studies in Higher Education, 8, 33-44.
4. Bayer, C. L., & Cegala, D. J. (1992). Trait verbal aggressiveness and argumentativeness: Relations with parenting style. Western Journal of Communication, 56, 301-310.
5. Beacham, M. (1991). Encouraging participation from all students. The Education Digest, 56, 44-46.
6. Berdine, R. (1986). Why some students fail to participate in class. Marketing News, 20, 23-24.
7. Boster, F. J., & Levine, T. (1988). Individual differences and compliance gaining message selection: The effects of verbal aggressiveness, argumentativeness, dogmatism, and negativism. Communication Research Reports, 2, 114-119.
8. Burchfield, C. M., & Sappington, J. (1999). Participation in classroom discussion. Teaching of Psychology, 26, 290-291.
9. Carrell, L. J., & Menzel, K. E. (2001). Variations in learning, motivation, and perceived immediacy between live and distance education classrooms. Communication Education, 50, 230-240.
10. Chesebro, J. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52, 135-147.
11. Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59-68.
12. Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340.
13. Christophel, D. M., & Gorham, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292-306.
14. Cohen, M. (1991). Making class participation a reality. PS, 24, 699-703.
15. Comstock, J., Rowell, E., & Bowers, J. W. (1995). Food for thought: Teacher nonverbal immediacy, student learning, and curvilinearity. Communication Education, 44, 251-266.
16. Crawford, M., & MacLeod, M. (1990). Gender in the college classroom: An assessment of the 'chilly climate' for women. Sex Roles, 23, 101-122.
17. Crone, J. A. (1997). Using panel debates to increase student involvement in the introductory sociology class. Teaching Sociology, 25, 214-218.
18. Daggett, L. M. (1997). Teaching tools: Quantifying class participation. Nurse Educator, 22(2), 13-14.
19. Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies.Communication Education, 53, 103-115.
20. Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30, 445-454.
21. Devadoss, S., & Foltz, J. (1996). Evaluation of factors influencing student class attendance and performance. American Journal of Agricultural Economics, 78, 499-507.
22. Fassinger, P. A. (1995). Professors' and students' perceptions of why students participate in class. Teaching Sociology, 24, 25-33.
23. Fassinger, P. A. (2000). How classes influence students' participation in college classrooms. Journal of Classroom Interaction, 35, 38-47.
24. Frymier, A. B., & Shulman, G. M. (1995). "What's in it for me?": Increasing content relevance to enhance students' motivation. Communication Education, 44, 40-50.
25. Garside, C. (1996). Look who's talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking skills. Communication Education, 45, 212-227.
26. Gartland, A. (1986, October 3). Why pupils would rather not talk in class. The Times Educational Supplement, 3666, 8.
27. Girgin, K. Z., & Stevens, D. D. (2005). Bridging in-class participation with innovative instruction: Use and implications in a Turkish university classroom. Innovations in Education and Teaching International, 42, 93-106.
28. Gleason, M. (1986). Better communication in large classes. College Teaching, 34, 20-24.
29. Gorham, J. (1988). The relationship between verbal teaching immediacy behaviors and student learning. Communication Education, 17, 40-53.
30. Gorham, J., & Christophel, D. M. (1990). The relationship of teachers' use of humor in the classroom to immediacy and student learning. Communication Education, 39, 46-62.
31. Gorham, J., & Zakahi, W. R. (1990). A comparison of teacher and student perceptions of immediacy and learning: Monitoring process and product. Communication Education, 39, 354-368.
32. Hall, R. M., & Sandler, B. R. (1982). The classroom climate: A chilly one for women? Washington, DC: Fund for the Improvement of Postsecondary Education. (ERIC Document Reproduction Service No. ED 215 628).
33. Hammer, D. (1995). Student inquiry in a physics class discussion. Cognition and Instruction, 13, 401-430.
34. Infante, D. A. (1987). Aggressiveness. In J. C. McCroskey & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 157-191). Newbury Park, CA: Sage.
35. Infante, D. A. (1988). Arguing constructively. Prospect Heights, IL: Waveland Press.
36. Infante, D. A., Chandler, T. A., & Rudd, J. E. (1989). Test of an argumentative skill deficiency model of interspousal violence. Communication Monographs, 56, 163-177.
37. Infante, D. A., & Gorden, W. I. (1989). Argumentativeness and affirming communicator style as predictors of satisfaction/dissatisfaction with subordinates. Communication Quarterly, 37, 81-90.
38. Infante, D. A., Myers, S. A., & Buerkel, R. A. (1994). Argument and verbal aggression in constructive and destructive family and organizational disagreements. Western Journal of Communication, 58, 73-84.
39. Infante, D. A., & Rancer, A. S. (1996). Argumentativeness and verbal aggressiveness: A review of recent theory and research. In B.R. Burleson (Ed.), Communication yearbook, 19 (pp. 319-351). Beverly Hills, CA: Sage.
40. Infante, D. A., & Wigley, C. J. (1986). Verbal aggressiveness: An interpersonal model and measure. Communication Monographs, 53, 61-68.
41. Johnson, S. D., & Miller, A. N. (2002). A cross-cultural study of immediacy, credibility, and learning in the U.S. and Kenya. Communication Education, 51, 280-292.
42. Junn, E. (1994). Pearls of wisdom: Enhancing student class participation with an innovative exercise. Journal of Instructional Psychology, 21, 385-387.
43. Kao, C., & Gansneder, B. (1995). An assessment of class participation by international graduate students. Journal of College Student Development, 36, 132-140.
44. Kearney, P., Plax, T. G., Hays, E. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don't like about what teachers say and do. Communication Quarterly, 39, 309-324.
45. Kearney, P., Plax, T. G., Smith, V. R., & Sorensen, G. (1988). Effects of teacher immediacy and strategy type on college student resistance to on-task demands. Communication Education, 37, 54-67.
46. Kearney, P., Plax, T. G., & Wandt-Wesco, N. J. (1985). Teacher immediacy for affective learning in divergent college classes. Communication Quarterly, 33, 61-74.
47. Kelley, D. H., & Gorham, J. (1988). Effects of immediacy on recall of information. Communication Education, 37, 198-207.
48. Kelly, T. E. (1989). Leading class discussions of controversial issues. Social Education, 53, 68-70.
49. 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.
50. Kinney, T. A. (1994). An inductively derived typology of verbal aggression and its association to distress. Human Communication Research, 21, 183-215.
51. Kuech, R. (2004). Collaborative and interactional processes in an inquiry-based, informal learning environment. Journal of Classroom Interaction, 39, 30-41.
52. Lyons, P. R. (1989). Assessing classroom participation. College Teaching, 37, 36-38.
53. Martin, M. M., & Anderson, C. M. (1997). Argumentativeness in roommate relationships. Psychological Reports, 80, 142-145.
54. Martin, M. M., Anderson, C. M., Burant, P. A., & Weber, K. (1997). Verbal aggression in the sibling relationship. Communication Quarterly, 45, 304-317.
55. Martin, M. M., Weber, K., & Burant, P. A. (1997). Students' perceptions of a teacher's use of slang and verbal aggressiveness in a lecture: An experiment. Paper presented at the Eastern Communication Association Convention, Baltimore, MD.
56. McCroskey, J. C., Daly, J. A., Martin, M. M., & Beatty, M. J. (Eds.). (1998). Communication and personality: Trait perspectives. Cresskill, NJ: Hampton Press.
57. McCroskey, J. C., Fayer, J. M., Richmond, V. P., Sallinen, A., & Barraclough, R. A. (1996). A multi-cultural examination of the relationship between nonverbal immediacy and affective learning. Communication Quarterly, 44, 297-307.
58. McCroskey, J. C., & McCroskey, L. L. (1988). Self-report as an approach to measuring communication competence. Communication Research Reports, 5, 108-113.
59. 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.
60. 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, 281-291.
61. 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.
62. Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth Publishing Company.
63. Melvin, K. B. (1988). Rating class participation: The prof/peer method. Teaching of Psychology, 15, 137-139.
64. Melvin, K. B., & Lord, A. T. (1995). The prof/peer method of evaluating class participation: Interdisciplinary generality. College Student Journal, 29, 258-263.
65. Merwin, M. M. (2002). Let sleeping students lie? Using interpersonal activities to engage disengaged students. College Student Journal, 36, 87-93.
66. Messman, S. J., & Jones-Corley, J. (2001). Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning. Communication Monographs, 68, 184-200.
67. Moguel, D. (2004). What does it mean to participate in class?: Integrity and inconsistency in classroom interaction. Journal of Classroom Interaction, 39, 19-29.
68. Mottet, T. P., & Beebe, S. A. (2002). Relationships between teacher nonverbal immediacy, student emotional response, and perceived student learning. Communication Research Reports, 19, 77-88.
69. Myers, S.A., & Rocca, K. A. (2000). The relationship between perceived instructor communicator style, argumentativeness, and verbal aggressiveness. Communication Research Reports, 17, 1-12.
70. Myers, S. A., & Rocca, K. A. (2001). Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation. Western Journal of Communication, 65, 113-137.
71. Natvig, G. K., Albrektsen, G., & Qvarnstrom, U. (2003). Methods of teaching and class participation in relation to perceived social support and stress: Modifiable factors for improving health and wellbeing among students. Educational Psychology, 23, 261-274.
72. Neer, M. R. (1987). The development of an instrument to measure classroom apprehension. Communication Education, 36, 154-166.
73. Persaud, A., & Salter, D. W. (2003). Understanding women's classroom 'fit' and participation as interactions between psychological and environmental types. Journal of Classroom Interaction, 38, 1-10.
74. Petress, K. (2006). An operational definition of class participation. College Student Journal, 40, 821-823.
75. 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.
76. Rancer, A. S., Baukus, R. A., & Amato, P. P. (1986). Argumentativeness, verbal aggressiveness, and marital satisfaction. Communication Research Reports, 3, 28-32.
77. Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.
78. Richmond, V. P., Gorham, J., & McCroskey, J. C. (1987). The relationship between selected immediacy behaviors and cognitive learning. In M.L. McLaughlin (Ed.) Communication yearbook, 10 (pp.574-590). Beverly Hills, CA: Sage.
79. Richmond, V. P., Lane, D. R., & McCroskey, J. C. (2006). Teacher immediacy and the 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: Pearson.
80. Roach, K. D., Cornett-DeVito, M. M., & DeVito, R. (2005). A cross-cultural comparison of instructor communication in American and French classrooms. Communication Quarterly, 53, 87-107.
81. Rocca, K. A. (2004). College student attendance: Impact of instructor immediacy and verbal aggression. Communication Education, 53, 185-195.
82. Rocca, K. A., Toale, M. C., & Martin, M. M. (2000). Communication in coaching: A look at coaches' immediacy and verbal aggression with player motivation. Paper presented at the Easter Communication Association annual convention, Pittsburgh, PA.
83. 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.
84. Smith, D. G. (1977). College classroom interactions and critical thinking. Journal of Educational Psychology, 69, 180-190.
85. Smith, D. H. (1992). Encouraging students' participation in large classes: A modest proposal. Teaching Sociology, 20, 337-339.
86. Tatar, S. (2005). Why keep silent? The classroom participation experiences of non-native-English-speaking students. Language and Intercultural Communication, 5, 284-293.
87. Thomas, C. E., Richmond, V. P., & McCroskey, J. C. (1994). The association between immediacy and socio-communicative style. Communication Research Reports, 11, 107-115.
88. Wade, R. (1994). Teacher education students' views on class discussion: Implications for fostering critical reflection. Teaching and Teacher Education, 10, 231-243.
89. Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students' perceptions. The Journal of Higher Education, 76, 570-601.
90. Witt, P. L., & Wheeless, L. R. (2001). An experimental study of teachers' verbal and nonverbal immediacy and students' affective and cognitive learning. Communication Education, 50, 327-342.
91. Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184- 207.
92. Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56, 209-227.