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Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice

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505 cited

1986Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning486 cited

Cited by

2009A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes178 cited
2010Understanding Students' Classroom Justice Experiences and Responses155 cited
2009Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility119 cited
2010Classroom justice and psychological engagement: students’ and teachers’ representations107 cited
2015The development and validation of the online learning climate scale (OLCS)107 cited
2007Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational Outcomes107 cited
2011Instructional Dissent in the College Classroom105 cited
2010Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility99 cited
2009Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes95 cited
2018Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond89 cited
2012Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages86 cited
2011The Development and Validation of the Instructional Dissent Scale82 cited
2019Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory76 cited
2010The Development and Testing of the Instructional Beliefs Model74 cited
2011Perceived instructor affective support in relation to academic emotions and motivation in college73 cited
2020The Interplay of Teacher Success, Credibility, and Stroke with Respect to EFL Students’ Willingness to Attend Classes73 cited