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| Autor/inn/en | LaBelle, Sara; Martin, Matthew M.; Weber, Keith |
|---|---|
| Titel | Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework |
| Quelle | In: Communication Education, 62 (2013) 2, S.169-190 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0363-4523 |
| DOI | 10.1080/03634523.2012.759243 |
| Schlagwörter | Student Attitudes; Teacher Behavior; Teacher Characteristics; Classroom Environment; Teacher Student Relationship; Course Content; Outcomes of Education; Context Effect; Dissent; Self Efficacy; Questionnaires |
| Abstract | We examined the impact of instructor characteristics and student beliefs on students' decisions to enact instructional dissent using the Instructional Beliefs Model (IBM) as a framework. Students (N = 244) completed survey questionnaires assessing their perceptions of instructors' clarity, nonverbal immediacy, and affirming style, as well as their own academic self-efficacy and communicative behaviors following a disagreement or difference of opinion with the instructor. Results indicated that students' academic self-efficacy mediates the relationship between instructor behaviors and two communicative outcomes of instructional dissent. Students who perceived their instructors as clear were more likely to have high self-efficacy for the course and therefore engage in more positive (i.e., rhetorical) forms of dissent as opposed to more negative expressive dissent. Theoretical and pedagogical implications are discussed. (Contains 1 table and 3 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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