Perceived Instructor In-class Communicative Behaviors As a Predictor of Student Participation in Out of Class Communication

Abstract

The purpose of this study was to examine the impact of instructor in-class communicative behaviors on college student participation in out of class communication (OCC). Participants were 298 students enrolled in an introductory communication course at a Mid-Atlantic university who completed the Communication Functions Questionnaire, the modified Affinity-Seeking Strategy scale, and the Out of Class Interaction scale. Results of stepwise multiple regression analyses revealed that student participation in OCC was predicted by perceived instructor use of the ego support and persuasive functional communication skills as well as perceived instructor use of the sensitivity, self-inclusion, inclusion of others, comfortable self, and supportiveness affinity-seeking strategies. Future research should examine if students choose not to participate in OCC based on instructor communicative behaviors and how this choice is reflected in their choice of particular communicative channels.

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