Joseph P. Mazer

I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.

Attitudes Toward Online Social Connection and Self-Disclosure as Predictors of Facebook Communication and Relational Closeness

This investigation tested a theoretical model of communication behavior with specific Facebook friends, such that attitudes toward (a) online self-disclosure, and (b) online social connection, predict Facebook communication frequency and, in turn, relational closeness. Participants included both undergraduates and older adults. Results generally supported the model, with the interaction effect between self-disclosure and social connection directly predicting Facebook communication and indirectly predicting relational closeness. For both dependent variables, online social connection was a positive predictor at low and moderate levels of online self-disclosure, but high levels reduced the association to nonsignificance. One implication of these results was that high-warrant information may discourage those with social anxiety from social network site communication.

The effects of teacher self‐disclosure via Facebook on teacher credibility

Research suggests that teachers who personalize their teaching through the use of humor, stories, enthusiasm, and self‐disclosure are perceived by their students to be effective in explaining course content. This experimental study examined the effects of computer‐mediated teacher self‐disclosure on perceptions of teacher credibility. Participants who accessed the Facebook website of a teacher high in self‐disclosure reported higher levels of teacher credibility than participants who viewed a low self‐disclosure Facebook website. Implications for classroom pedagogy, technology use, and areas for future research are discussed.

Development and Validation of the Student Interest and Engagement Scales

A series of studies report the development of empirically derived instruments that measure student interest and engagement. The first study inductively develops an initial item pool through open-ended questionnaire data. A second study subjects the measures to exploratory factor analysis to ascertain an underlying factor structure. The third study deductively tests the measures through confirmatory factor analysis and examines associations among teacher communication behaviors, student emotional and cognitive interest, and engagement. A fourth study offers discriminant validity evidence, suggesting that the new measures are distinct from scales that assess similar yet divergent constructs. Guided by prior theory (Mottet, Frymier, & Beebe, 2006) and research (Harp & Mayer, 1997), the instruments developed here possess heuristic potential for instructional communication research. Implications and areas for future research are discussed.

College Student Ratings of Student Academic Support: Frequency, Importance, and Modes of Communication

Research suggests that student academic support plays a vital role at the college level as students often view communication with peers as their primary source of academic support (Thompson, 2008). This research advances the Student Academic Support Scale (SASS) as a method of assessing the frequency, importance, and mode of communicating academic support among college students. Study one details scale development procedures, presents the results of factor analysis, and advances the SASS. Study two examines the frequency and importance of specific supportive behaviors and explores the modes commonly used by students to communicate academic support. Implications for teachers, scholars, and university administrators are discussed.

Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test

The results of this study establish the validity of the Student Interest Scale and Student Engagement Scale, as well as associations among teacher communication behaviors, student interest, and engagement. Confirmatory factor analysis indicates that the factor structures of the measures are stable, reliable, and valid. The results indicate positive relationships among teacher immediacy and clarity, and student emotional and cognitive interest and engagement, providing initial evidence for construct validity. Theoretical and pedagogical implications are discussed.

Student Emotional and Cognitive Interest as Mediators of Teacher Communication Behaviors and Student Engagement: An Examination of Direct and Interaction Effects

The purpose of this study was to examine the main and interactive effects of teacher communication behaviors and student interest on engagement. Participants included 518 undergraduate students who were asked to identify the first class they attended in a particular week and then use that class as the reference point for all survey items. The findings suggested that teacher immediacy more strongly predicted student emotional interest than cognitive interest, whereas teacher clarity was a stronger predictor of student cognitive interest. The results indicated a significant interaction effect between teacher immediacy and clarity and student cognitive interest, as well as a significant interaction effect between student emotional and cognitive interest and engagement. The final structural model accounted for 42% of the variance in student engagement. Theoretical and pedagogical implications are discussed.

Do online communication attitudes mitigate the association between Facebook use and relational interdependence? An extension of media multiplexity theory

Given Facebook’s popularity for the maintenance of interpersonal relationships, this investigation examined the extent to which frequency of Facebook communication with a specific friend predicts relational interdependence. The chief goal of the investigation was to extend media multiplexity theory by examining whether attitudes toward (a) online self-disclosure and (b) online social connection moderated this association. Results not only replicated previous findings that multiple media are associated with relational interdependence, but also supported the hypothesized moderation of online communication attitude. Based on these results, the manuscript explores how media multiplexity theory might be extended to account for communicator cognitions about communication media.

Revising General Education: Assessing a Critical Thinking Instructional Model in the Basic Communication Course

This study examined critical thinking instruction in a required introductory communication course (N = 324). Experimental group participants received enhanced instruction using various active learning strategies, activities, and assignments. Results indicate significant improvement in their critical thinking skills. Implications for pedagogy and general education course design and assessment are discussed.

Development of the Parental Academic Support Scale: Frequency, Importance, and Modes of Communication

Parent-teacher communication represents a primary form of parental support, a phenomenon meriting significant attention given the connections between support and academic achievement (Thompson, 2008b). A series of studies advance the Parental Academic Support Scale (PASS) to assess the frequency, importance, and modes parents use to communicate support with teachers at the elementary, junior high, and secondary school levels. Phase one details scale development procedures, presents the results of exploratory factor analysis, and advances the PASS. Phase two applies confirmatory factor analysis, examines the frequency and importance of specific supportive behaviors, and implements media richness theory to explore the modes commonly used by parents to communicate with teachers. Implications for teachers, scholars, and school administrators are discussed.