College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors

Scott A. Myers · Alan K. Goodboy

70 citations0/0 files storedSouthern Communication Journal

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Communication in Education and Healthcare Evaluation of Teaching Practices Innovative Teaching Methods

Abstract

The purpose of this study was to examine the extent to which instructors simultaneously engage in specific rhetorical (i.e., clarity, humor) and relational (i.e., immediacy, confirmation, and caring) communicative behaviors and how these behaviors are reflected in the learning outcomes (i.e., affective learning, cognitive learning, state motivation, and communication satisfaction) reported by students. Participants were 286 undergraduate college students who were enrolled in one of three sociology courses at a large Mid-Atlantic university. The results indicated that all four learning outcomes were affected in some combination by perceived instructor clarity, humor, confirmation, and caring. Future research should continue to examine effective instruction using multibehavioral assessments, but may consider whether these assessments are linked to class size and type of institution.

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1999Goodwill: A reexamination of the construct and its measurement 1990The relationships among teacher immediacy behaviors, student motivation, and learning 1988The relationship between verbal teacher immediacy behaviors and student learning 1979Teacher Immediacy as a Predictor of Teaching Effectiveness 1987The Relationship Between Selected Immediacy Behaviors and Cognitive Learning 1997The relationship of perceived teacher caring with student learning and teacher evaluation 2004A meta‐analytical review of the relationship between teacher immediacy and student learning 1986Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning

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