Article1992

Perceived teacher affinity‐seeking in relation to perceived teacher credibility

Ann Bainbridge Frymier · Catherine A. Thompson

184 citations0/0 files storedCommunication Education

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Communication in Education and Healthcare Educational Environments and Student Outcomes Evaluation of Teaching Practices

Abstract

This study investigated the relationship between teachers' use of Bell and Daly's affinity‐seeking strategies and students' perceptions of teacher credibility (competence and character) in the classroom. The associations among students' motivation to study, teachers' perceived credibility, and teachers’ perceived use of affinity‐seeking strategies also were investigated. Results indicated that several affinity‐seeking strategies were positively and significantly associated with competence and character, indicating that use of affinity‐seeking in the classroom may assist in the development of teacher credibility. Perceptions of teacher credibility and teachers' use of affinity‐seeking strategies also were found to be positively and significantly associated with students' motivation to study.

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References

1990The relationships among teacher immediacy behaviors, student motivation, and learning 1981Ethos and credibility: The construct and its measurement after three decades 1986Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning 1990Communication in the classroom: Power and motivation 1984The affinity‐seeking function of communication 1960The Rhetoric of Aristotle 1976Introduction to human communication 1933The Rhetoric of Aristotle.

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2009A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes 2004The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness 2016Robots in the classroom: Differences in students’ perceptions of credibility and learning between “teacher as robot” and “robot as teacher”2000Immediacy in the classroom: Student immediacy 2007Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness

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