Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?

Communication Studies

Volumn 63, Issue 4, 2012, Pages 498-517

  Kerssen Griep, Jeff ^a   Witt, Paul L ^b  

^a UNIVERSITY OF PORTLAND   (United States)

^b TEXAS CHRISTIAN UNIVERSITY   (United States)

Author keywords

Face Threat Mitigation; Facework; Fairness; Feedback Intervention; Identity Management; Justice; Motivation; Nonverbal Approach Behaviors; Self Determination; Teacher Nonverbal Immediacy

Indexed keywords

EID: 84865026066     PISSN: 10510974     EISSN: 17451035     Source Type: Journal    
DOI: 10.1080/10510974.2011.632660     Document Type: Article

References (77)

1. Allen, M., Witt, P. L., & Wheeless, L. R. (2006). The role of teacher immediacy as a motivational factor in student learning: A meta-analysis and causal model. Communication Education, 55, 21-31.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. 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.
4. Balzer, W. K., Doherty, M. E., & O'Connor, R. (1989). Effects of cognitive feedback on performance. Psychological Bulletin, 106, 410-433.
5. Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.
6. Bies, R. J., & Shapiro, D. L. (1987). Interactional fairness judgments: The influence of causal accounts. Social Justice Research, 1, 199-218.
7. Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language use. Cambridge, England: Cambridge University Press.
8. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
9. Carson, C. L., & Cupach, W. R. (2000). Facing corrections in the workplace: The influence of perceived face threat on the consequences of managerial reproaches. Journal of Applied Communication Research, 28, 215-234.
10. Cazden, C. (1979). Language in education: Variation in the teacher-talk register. In J. Alatis & G. R. Tucker (Eds.), Georgetown University round table on languages and linguistics (pp. 144-162). Washington, DC: Georgetown University Press.
11. Chamberlin, C. R. (2000). Nonverbal behaviors and initial impressions of trustworthiness in instructor-supervisor relationships. Communication Education, 49, 352-364.
12. Chory, R. M. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice. Communication Education, 56, 89-105.
13. Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as predictors of student motivation, learning, and aggression. Communication Quarterly, 50, 58-77.
14. Chory-Assad, R. M., & Paulsel, M. L. (2004). Classroom justice: Student aggression and Resistance as reactions to perceived unfairness. Communication Education, 53, 253-273.
15. Christophel, D. M. (1990). The relationship among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340.
16. 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.
17. Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86, 386-400.
18. Cupach, W. R., & Carson, C. L. (2002). Characteristics and consequences of interpersonal complaints associated with perceived face threat. Journal of Social and Personal Relationships, 19, 443-462.
19. Daly, J. A., & Vangelisti, A. L. (2003). Skillfully instructing learners: How communicators effectively convey messages. In J. O. Greene & B. R. Burleson (Eds.), Handbook of communication and social interactions skills (pp. 871-908). Mahwah, NJ: Lawrence Erlbaum.
20. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
21. Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183.
22. Frymier, A. B. (1993). The relationships among communication apprehension, immediacy, and motivation to study. Communication Reports, 6, 8-17.
23. Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42, 133-144.
24. Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49, 207-219.
25. Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45, 181-199.
26. Futoran, G. C., Hunt, J. G., & Rivera, J. B. (1995). The temporal impact of management faculty style and course characteristics. Group and Organization Management, 20, 310-336.
27. Goffman, E. (1967). Interaction ritual: Essays on face-to-face behavior. New York, NY: Pantheon Books.
28. Goldsmith, D. J. (1999). Content-based resources for giving face sensitive advice in troubles talk episodes. Research on Language and Social Interaction, 32, 303-336.
29. Goldsmith, D. J. (2000). Soliciting advice: The role of sequential placement in mitigating face threat. Communication Monographs, 67, 1-19.
30. 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.
31. Granitz, N. A., Koernig, S. K., & Harich, K. R. (2009). Now it's personal: Antecedents and outcomes of rapport between business faculty and their students. Journal of Marketing Education, 31, 52-65.
32. Hess, J. A., Smythe, M. J., & Communication 451. (2001). Is teacher immediacy actually related to student cognitive learning?. Communication Studies, 52, 197-219.
33. Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27, 53-64.
34. Houser, M. L., & Frymier, A. B. (2009). The role of student characteristics and teacher behaviors in students' learner empowerment. Communication Education, 58, 35-53.
35. Imahori, T. T., & Cupach, W. (2005). Identity management theory. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 195-210). Thousand Oaks, CA: Sage.
36. Jameson, J. K. (2004). Negotiating autonomy and connection through politeness: A dialectical approach to organizational conflict management. Western Journal of Communication, 68, 257-277.
37. Kalbfleisch, P. J., & Davies, A. B. (1993). An interpersonal model for participation in mentoring relationships. Communication Education, 57, 399-415.
38. Kearney, P., & Plax, T. G. (1991). An attributional analysis of college students' resistance decisions. Communication Education, 40, 325-342.
39. Kearney, P., Plax, T. G., Smith, V. R., & Sorenson, G. (1988). Effects of teacher immediacy and strategy type on college student resistance to on-task demands. Communication Education, 37, 54-67.
40. Kerssen-Griep, J. (2001). Teacher communication activities relevant to student motivation: Classroom facework and instructional communication competence. Communication Education, 50, 256-273.
41. Kerssen-Griep, J., Hess, J. A., & Trees, A. R. (2003). Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn. Western Journal of Communication, 67, 357-381.
42. Kerssen-Griep, J., Trees, A. R., & Hess, J. A. (2008). Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment. Communication Education, 57, 312-332.
43. King, P. E., Schrodt, P., & Weisel, J. J. (2009). The instructional feedback orientation scale: Conceptualizing and validating a new measure for assessing perceptions of instructional feedback. Communication Education, 58, 235-261.
44. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
45. Kozanitis, A., Desbiens, J.-F., & Chouinard, R. (2007). Perception of teacher support and reaction towards questioning: Its relation to instrumental help-seeking and motivation to learn. International Journal of Teaching and Learning in Higher Education, 19, 238-250.
46. Lim, T., & Bowers, J. W. (1991). Facework: Solidarity, approbation, and tact. Human Communication Research, 17, 415-450.
47. Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students' perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33, 263-275.
48. Martin, M. M., & Myers, S. A. (2010). The relational side of instructional communication: An examination of instructors' presentational communication traits. In D. L. Fassett & J. T. Warren (Eds.), The SAGE handbook of communication and instruction (pp. 263-280). Thousand Oaks, CA: Sage.
49. Mehrabian, A. (1969). Some referents and measures of nonverbal behavior. Behavioral Research Methods and Instrumentation, 1, 213-217.
50. Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.
51. Moore, A., Masterson, J. T., Christophel, D. M., & Shea, K. A. (1996). College teacher immediacy and student ratings of instruction. Communication Education, 45, 29-39.
52. Moorman, J. H. (1991). Relationship between organization justice and organizational citizenship behaviors: Do fairness perceptions influence employee citizenship?. Journal of Applied Psychology, 76, 845-855.
53. Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
54. Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37, 5-15.
55. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
56. Piorkowski, J. L., & Scheurer, E. (2000). "It's in the way that they talk to you": Increasing agency in basic writers through a social context of care. Journal of Basic Writing, 19, 72-92.
57. Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987). The relationship between selected immediacy behaviors and cognitive learning. In M. L. McLaughlin (Ed.), Communication yearbook 10 (pp. 574-590). Newbury Park, CA: Sage.
58. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
59. Sabee, C. W., & Wilson, S. R. (2005). Students' primary goals, attributions, and facework during conversations about disappointing grades. Communication Education, 54, 185-204.
60. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
61. Schrodt, P., & Witt, P. L. (2006). Students' attributions of instructor credibility as a function of students' expectations of instructional technology use and nonverbal immediacy. Communication Education, 55, 1-20.
62. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-232.
63. Smith, C. D., & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education, 53, 203-216.
64. Smith, R. A., Levine, T. R., Lachlan, K. A., & Fediuk, T. A. (2002). The high cost of complexity in experimental design and data analysis: Type I and Type II error rates in multiway ANOVA. Human Communication Research, 28, 515-530.
65. Smythe, M. J., & Hess, J. A. (2005). Are student self-reports a valid method for measuring teacher nonverbal immediacy?. Communication Education, 54, 170-179.
66. Ting-Toomey, S. (2005). The matrix of face: An updated face-negotiation theory. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 71-92). Thousand Oaks, CA: Sage.
67. Trees, A. R., Kerssen-Griep, J., & Hess, J. A. (2009). Earning influence by communicating respect: Facework's contributions to effective instructional feedback. Communication Education, 58, 397-416.
68. Turner, J. E., Husman, J., & Schallert, D. L. (2002). The importance of students' goals in their emotional experiences of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37, 79-89.
69. van den Bos, K., Wilke, H. A. M., Lind, E. A., & Vermunt, R. (1998). Evaluating outcomes by means of the fair process effect: Evidence for different processes in fairness and satisfaction judgments. Journal of Personality and Social Psychology, 74, 1493-1503.
70. Värlander, S. (2008). The role of students' emotions in formal feedback situations. Teaching In Higher Education, 13, 145-156.
71. Wendorf, C. A., & Alexander, S. (2005). The influence of individual- and class-level fairness-related perceptions on student satisfaction. Contemporary Educational Psychology, 30, 190-206.
72. Wilson, S. R., Aleman, C. G., & Leatham, G. B. (1998). Identity implications of influence goals: A revised analysis of face-threatening acts and application to seeking compliance with same-sex friends. Human Communication Research, 25, 64-96.
73. Wilson, S. R., & Kunkel, A. W. (2000). Identity implications of influence goals: Similarities in perceived face threats and facework across sex and close relationships. Journal of Language and Social Psychology, 19, 195-221.
74. Witt, P. L., & Kerssen-Griep, J. (2011). Instructional feedback I: The interaction of facework and immediacy on students' perceptions of instructor credibility. Communication Education, 60, 75-94.
75. 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.
76. 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.
77. Zhang, Q., & Oetzel, J. G. (2006). Constructing and validating a teacher immediacy scale: A Chinese perspective. Communication Education, 55, 218-241.