Robert J. Sidelinger

When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom

Using systems theory as a lens, instructor misbehaviors were examined in the context of the college classroom to determine if student-to-student connectedness mediated the relationships between instructor misbehaviors and student involvement and affective learning. Student-to-student connectedness mediated the relationships between instructor apathy and students’ willingness to talk in class and self-regulated learning. For example, when instructors are perceived as apathetic, students can still create a supportive, connected communication environment that facilitates positive learning outcomes. Connectedness partially mediated the relationships between irresponsibility and derisiveness, and students’ willingness to talk in class and self-regulated learning. However, connectedness did not mediate the relationships between instructor misbehaviors and affective learning. When instructor misbehaviors occur in the classroom, students may still experience positive learning outcomes through a connected classroom climate; however, in the end, students are likely to negatively evaluate the instructor and course.

Instructor Compliance to Student Requests: An Examination of Student-to-Student Connectedness as Power in the Classroom

Using facework as a theoretical lens, we examined power in the classroom from the standpoint that students, as a connected group, may have upward influence in the college classroom. Participants included both students (N = 375) and faculty (N = 104) who reported on perceptions of classroom connectedness and instructor compliance to student requests. Both students and instructors reported a positive link between perceptions of student-to-student connectedness and instructor compliance. In addition, instructors were more likely to comply when they reported liking their students. Finally, students perceived greater connectedness and compliance in smaller classes than in larger classes. However, instructors did not share this perception. Overall, this study revealed that a connected classroom climate may serve as a relational resource for students that can impact an instructors decisions in the college classroom.

Violating Student Expectations: Student Disclosures and Student Reactions in the College Classroom

Expectancy violations theory (EVT; Burgoon & Hale, 1988) was the theoretical lens used in this study about perceptions of appropriate and inappropriate student disclosures in the college classroom. Participants (N = 211) were randomly assigned to report on either (a) an inappropriate or (b) an appropriate disclosure and the frequency, relevance, negativity, expectedness of the disclosure, and likeability and perceived academic competence of a student discloser. Results indicate that student disclosures are inappropriate when they happen frequently, are negative, irrelevant to course materials, or violate student expectations for classroom norms. Generally, disclosers who violate expectations are rated lower in liking and perceived as less competent students by their classmates.

Mediating the Damaging Effects of Hurtful Teasing: Interpersonal Solidarity and Nonverbal Immediacy as Mediators of Teasing in Romantic Relationships

Although romantic relationships are often an arena for positive interactions, they also provide a battlefield in which hurtful teasing may occur. This study examined reports of hurtful teasing in romantic relationships and the influence of perceived nonverbal immediacy and interpersonal solidarity on relationship satisfaction between romantic partners. Participants (N = 205) recalled and reported on teasing that elicited hurt. Results indicate that hurtful teasing is negatively associated with relationship satisfaction. Path analyses revealed that nonverbal immediacy and interpersonal solidarity partially mediate the impact of hurtful teasing on relationship satisfaction, suggesting that close, positive relationships suffer less damage as a result of hurtful teasing than relationships where immediacy and solidarity may be lacking.

Instructor Privacy Management in the Classroom: Exploring Instructors' Ineffective Communication and Student Communication Satisfaction

The aim of this investigation was twofold: (a) drawing from communication privacy management theory, we wanted to examine the associations between instructors’ ineffective communication (i.e., inappropriate conversations, amount of disclosures) and student communication satisfaction; and (b) we wanted to determine if students’ positive perceptions of instructor nonverbal immediacy mediated the negative influences of instructors’ inappropriate conversations and amount of disclosures on student communication satisfaction. Overall, students reported lower levels of communication satisfaction when instructors engage in inappropriate conversations and frequent disclosures. Based on results, we also concluded that instructor nonverbal immediacy maintains students’ communication satisfaction even when instructors engage in inappropriate conversations or disclose too frequently.

Using Relevant Humor to Moderate Inappropriate Conversations: Maintaining Student Communication Satisfaction in the Classroom

This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction.

Instructor Credibility as a Mediator of Instructors’ Compulsive Communication and Student Communication Satisfaction in the College Classroom

The purpose of this investigation was twofold: (a) from a dialogic pedagogy perspective, to determine the possible negative association between instructors’ compulsive communication and student communication satisfaction; and (b) using Expectancy Violations Theory as a framework, to test the extent to which instructor credibility mediated the negative association between compulsive communication and student communication satisfaction. We found that students’ perceptions of instructors’ compulsive communication is linked to lower levels of student communication satisfaction. Importantly, results also showed that instructor credibility tempers the negative association between instructors’ compulsive communication and student communication satisfaction.

No Harm, No Foul: A Social Exchange Perspective on Individual and Relational Outcomes Associated With Relational Baggage

Guided by social exchange theory, this article presents two studies examining relational baggage. In Study 1, individuals in romantic relationships reported they most often used overt information-seeking tactics to discover a partners relational baggage, and relational baggage harm and third-party discovery negatively related to relationship satisfaction. In Study 2, unattached individuals reported that their own relational baggage was positively related to dating anxiety, and negatively linked with mate value and interpersonal communication competence. The results provide insight into relational baggage and the communicative processes used to negotiate romantic relationship initiation and development.