Zac D. Johnson

Student-to-Student Confirmation in the College Classroom: An Initial Investigation of the Dimensions and Outcomes of Students' Confirming Messages.

The current study sought to determine dimensions of student-to-student confirmation. Results of open-ended surveys revealed that students confirm one another in unique ways based on the setting of their relationship (the classroom). Findings revealed three dimensions of student-to-student confirmation (acknowledgment, assistance, and individual attention) each of which has two subdimensions. Factors determining the use of confirmation and the self-reported outcomes were also examined. Notably, traditional instructional communication outcomes (affective learning, cognitive learning, motivation) emerged from the data regarding the perceived effect confirmation has on the student experience.

An examination of teacher authenticity in the college classroom

ABSTRACT This study sought to generate a more robust understanding of teacher (in)authenticity. In other contexts, authenticity is regarded as a display of true self and has been positively linked to beneficial psychological (e.g., increased self-esteem) and social outcomes (e.g., higher relational satisfaction). However, what it means to be authentic in relational contexts may be very different from what it means to be authentic in teaching. Indeed, the concept of authentic teaching has been discussed by many, but has yet to be examined from a social science perspective. Using a grounded theory approach, this study sought to determine student perceptions of both authentic and inauthentic teacher behavior and communication. Open-ended data from 297 college students indicate that there are distinct behaviors employed by (in)authentic teachers. Results indicated that authentic teaching is perceived when teachers are viewed as approachable, passionate, attentive, capable, and knowledgeable. Alternatively inauthentic teaching is observed when teachers are perceived as unapproachable, lacking passion, inattentive, incapable, and disrespectful. Notably, these behaviors are often demonstrated through distinct actions taken by teachers that are often examined within the larger instructional communication literature (e.g., self-disclosure). Practically, these results allude to the notion that (in)authentic teaching can have a meaningful impact on students.

College student misbehaviors: an exploration of instructor perceptions

ABSTRACT Student incivilities such as challenging, dissent, and excuse making have been examined by a variety of disciplines. However, the more encompassing idea of student misbehaviors has been somewhat understudied within instructional communication. The current study inductively arrived at a set of 12 distinct college student misbehaviors identified by collegiate instructors, which are relevant to the contemporary college classroom. When examined through the lens of instructional communication and student development frameworks, the researchers concluded that mindfulness of these misbehaviors might afford instructors the ability to enhance student success.

When Professors Bully Graduate Students: Effects on Student Interest, Instructional Dissent, and Intentions to Leave Graduate Education

Academia can be a hostile place when faculty members and departments mistreat their graduate students. This study used a survey of 272 graduate students enrolled in a variety of programs and investigated bullying from the graduate student perspective. Our results indicated when graduate students viewed that they had been bullied by professors in their department (via belittlement, punishment, managerial misconduct, exclusion), they reported lower levels of student interest (meaningfulness, competence, impact) and a greater intention to leave the program. Students also reported they were more likely to communicate expressive and vengeful dissent in response. In the discussion, we outlined the ways departments can improve the quality of their graduate education culture.

The Relationships Between Workplace Bullying by Graduate Faculty with Graduate Students’ Burnout and Organizational Citizenship Behaviors

This study examined the relationships between faculty workplace bullying with graduate students’ burnout and organizational citizenship behaviors. Graduate students (N = 272) completed a self-report questionnaire measuring the degree to which faculty bully them at work (i.e., through belittlement, punishment, managerial misconduct, exclusion) along with reports of their student burnout (i.e., exhaustion, cynicism, professional efficacy) and use of organizational citizenship behaviors (i.e., helping, civic virtue, sportsmanship). Results of canonical correlations revealed that faculty bullying was related positively to graduate student burnout and was related inversely to organizational citizenship behaviors.

Internationalizing Communication Curriculum: An Assignment Examining Relational Communication Across Cultures

Abstract The base of relational communication curriculum is Eurocentric. Given the importance of global citizenship and cross-, as well as, inter- cultural communication competencies the following paper outlines the importance of internationalizing relational communication curriculum. Specifically, student pairs select a relational theory or concept and examine the current literature and knowledge base surrounding this topic. Then these pairs work to find an international peer, whom they will interview, in order to compare and contrast their experiences in relation to their topic. This assignment allows students to build multiple relationships, expand their worldview, and refine their own written and oral communication skills.

Why Do Students Misbehave? An Initial Examination of Antecedents to Student Misbehavior

The current study utilized constant comparative thematic analysis to uncover antecedents of student misbehavior from the perspective of collegiate instructors. Results indicated nine distinct antecedents of student misbehavior that were classified into three distinct categories: deficiency antecedents, belief antecedents, and external antecedents. These findings extend previous research on antecedents of student misbehavior by forwarding a more nuanced classification structure that centers on attribution theory as an explanatory mechanism. Overall, by understanding the potential reasons that underlie student misbehavior, educators can create more meaningful and enriching experiences for students by thoughtfully addressing these problematic behaviors and the underlying conditions that promote them.

Student-to-student confirmation in the college classroom: the development and validation of the Student-to-Student Confirmation Scale

ABSTRACT Three studies were conducted to generate a valid and reliable instrument to measure student-to-student confirmation. Study One (N = 396) sought to establish a factor structure based on previous research. Study Two (N = 396) sought to confirm this factor structure and assess criterion-related validity. Study Three (N = 283) sought to assess construct (i.e., convergent and discriminant) validity, as well as to provide further confirmation of the factor structure. Consistent with previous research on the construct, the Student-to-Student Confirmation Scale developed in this study consists of three factors: acknowledgement, assistance, and individual attention. In support of the scale’s validity, these factors are positively related to classroom connectedness, affect for course content and instructor, perceived cognitive learning, state motivation, and academic self-efficacy. Further, student-to-student confirmation is related to, and distinct from, student academic support.