K. David Roach

A Cross-Cultural Comparison of Instructor Communication in American and German Classrooms.

This study addressed patterns and influence of student perceptions of instructor power use, affinity‐seeking, and nonverbal immediacy in American and in German classrooms. American instructors were seen to be significantly higher in power use, affinity‐seeking, and nonverbal immediacy than German instructors. American students reported significantly higher perceptions of cognitive learning than those reported by German students. Instructor affinity‐seeking and nonverbal immediacy were strongly correlated with student affective/cognitive learning and ratings of instructor for American and German students. The influence of instructor referent power, affinity‐seeking, and nonverbal immediacy on student cognitive learning was significantly higher for American students.

Willingness to communicate and employee success in U.S. organizations

Abstract This article presents a view of the influence and effects of individuals’ willingness to communicate in an organizational setting. Definitional explanations of the willingness to communicate construct are provided along with an extensive review of the relevant research and theory in this area. Communication apprehension is explicated and considered in context of willingness to communicate. The manner in which low willingness to communicate affects individuals and fosters specific organizational outcomes is explored. In general, research indicates negative results from low willingness to communicate, both on individual and organizational levels. Appropriate organizational responses to “at risk individuals”; are explored in terms of diagnosis and remediation.

Effects of graduate teaching assistant attire on student learning, misbehaviors, and ratings of instruction

This study examined the influence of teaching assistant attire in the university classroom. Significant relationships were found between instructor attire and student cognitive learning, affective learning, and ratings of instruction. Analysis of variance indicated significant differences in these variables by levels of teaching assistant dress. Significant negative relationship was found between instructor attire and student likelihood of misbehavior. Analysis of variance revealed that student misbehaviors were less likely for teaching assistants with high professional dress.

Teaching Assistant Argumentativeness: Effects on Affective Learning and Student Perceptions of Power Use.

This study examined effects of teaching assistant argumentativeness on student affective learning and perceptions of teacher power use. Significant differences were found in student affective learning for classes taught by low, moderate and high argumentative TAs. Lower TA argumentativeness is positively associated with student affective learning and vice versa. Significant differences were also found for student perceptions of instructor power use for classes taught by low, moderate, and high argumentative TAs. Lower TA argumentativeness is associated with higher levels of power use and vice versa. Multiple correlations revealed that TA and student argumentativeness accounted for 14% of the variance in student affective learning and for 15% of the variance in TA referent power use. Findings suggest that although high argumentative TAs may be “social specialists” in power use (and thus be perceived by students to use less power), their high levels of argumentativeness seem to have negative effects on stud...

The influence of teaching assistant willingness to communicate and communication anxiety in the classroom

This study examined the effects of teaching assistant willingness to communicate and communication apprehension in the university classroom. Results indicated that TA willingness to communicate is significantly related to perceptions of TA nonverbal immediacy. Additionally, as TA communication apprehension increases, student perceptions of TA nonverbal immediacy and TA power use decrease. An examination of TA state anxiety in the classroom revealed that TA state anxiety is negatively correlated with student ratings of instruction, affective learning, perceptions of TA nonverbal immediacy, and perceptions of TA reward power, referent power use, and expert power use.

Temporal patterns and effects of perceived instructor compliance‐gaining use

This study examined student perceptions of instructor compliance‐gaining behavior and student affective and cognitive learning over a semester. Analysis of variance indicated significant differences among perceptions of instructor compliance‐gaining behavior at the beginning, middle, and end of the semester. Significant differences were also found in levels of student affective learning over the semester. Student perceptions of instructor compliance‐gaining significantly contributed to learning such that greater affective and cognitive learning was associated with less use of antisocial compliance‐gaining techniques and more use of prosocial techniques.

A cross-cultural comparison of instructor communication in American and French classrooms

This study addressed patterns and influence of instructor communication in American (US) and in French classrooms. Significant differences were found for instructor use of power bases, affinity-seeking strategies, and nonverbal immediacy. Significant differences were found in student affective learning, cognitive learning, affect toward instructor, and ratings of instruction between the two cultures. In both cultures, however, student affect toward instructor, cognitive learning, and rating of instruction were significantly correlated with instructor affinity-seeking and instructor nonverbal immediacy. Likewise, instructor use of expert power was significantly correlated with student cognitive learning and ratings of instruction in both cultures.

Intercultural willingness to communicate and communication anxiety in international teaching assistants

This study addressed patterns and correlates of communication apprehension, intercultural communication apprehension, and intercultural willingness to communicate in international teaching assistants. Results indicated an inverse relationship between communication apprehension of international TAs and their satisfaction with students, relationship with students, and perceptions of student ratings of instruction. Similar results were found for ITA state anxiety. Inverse relationships were also found between ITA intercultural communication apprehension and relationship with students and perceptions of student ratings of instruction. International teaching assistant CA and ICA were positively related with ITA state anxiety.

Communication apprehension and classroom apprehension in Nigerian classrooms

This study explored patterns and effects of communication apprehension and classroom apprehension in Nigerian classrooms. Significant correlation was found between student communication apprehension and student classroom apprehension. Analysis of variance revealed significant differences in classroom apprehension by class type, but no significant differences in communication apprehension by choice of occupation. Perceptions of academic performance were negatively associated with classroom apprehension scores.

The Influence and Effects of Gender and Status on University Instructor Affinity-Seeking Behavior.

This study examined the influence of gender and status on perceptions of affinity‐seeking strategies used by university instructors and on perceptions of student learning. Types of affinity‐seeking strategies used by graduate teaching assistants were significantly different than those used by professors. No significant difference was found between affinity‐seeking strategy use based on instructor gender. Positive correlations were found between affinity‐seeking strategies use and 1) student affinity toward instructor, 2) student affective learning, and 3) student self‐perceived cognitive learning.