A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes

Finn, Amber N.; Schrodt, Paul; Witt, Paul L.; Elledge, Nikki; Jernberg, Kodiane A.; Larson, Lara

doi:10.1080/03634520903131154

Cited by 126 publications

(110 citation statements)

References 70 publications

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“…An additional element may include charisma, as trust may often develop from less cognitive and more affective, or emotional, sources. Charismatic leaders and teachers, for example, often generate higher levels of trust in their followers (or students) than do otherwise competent people lacking this quality (Dirks and Ferrin 2002;Finn et al 2009;Gillespie and Mann 2004). Each of these characteristics (ability, integrity, benevolence, and charisma) may have differential importance to different people in different situations.…”

Section: Defining Trust and The Components Of Trust Theorymentioning

confidence: 99%

The Multidimensionality of Trust: Applications in Collaborative Natural Resource Management

Stern

Coleman

2014

Society & Natural Resources

293

250

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Section: Defining Trust and The Components Of Trust Theorymentioning

confidence: 99%

The Multidimensionality of Trust: Applications in Collaborative Natural Resource Management

Stern

Coleman

2014

Society & Natural Resources

293

250

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“…Moreover, the lack of attention to the characteristics and delivery styles of educators in favor of content-based guidelines ignores whole bodies of literature within the fields of formal education and communication (e.g. Finn et al 2009). As such, additional attention to these elements may be warranted within both EE research and practice.…”

Section: Insights On Effective Ee Practicesmentioning

confidence: 99%

“…Interestingly, this particular theme is not overtly present within the NAAEE guidelines, nor was it explicitly built into any research designs encountered in this review. The formal education literature, however, has long considered teachers' verbal and non-verbal communication styles to be prominent determinants of student outcomes (Finn et al 2009). Moreover, a recent study conducted by the first two authors of this article revealed that certain characteristics of educators (interpretive rangers in the National Park Service in this case), in particular their comfort, eloquence, apparent knowledge, passion, sincerity, and charisma, were strongly associated with more positive visitor outcomes.…”

Section: Insights On Effective Ee Practicesmentioning

confidence: 99%

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Stern

Powell

Hill

2013

Environmental Education Research

283

177

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We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education's Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.

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“…Most relevant here, students who perceive their instructor as more credible also report greater affective learning; that is, they are more satisfied with their learning experience and report a more positive attitude toward the content and course [20]. In one meta-analytic approach [22], credibility accounted for approximately 20% of the variance in outcomes such as affect. Typically, all three facets are included in correlational studies of instructor credibility.…”

Section: B Credibilitymentioning

confidence: 99%

“…Current theorizing in communication research positions credibility in two ways: as an outcome of teacher actions or attitudes, and as a predictor of student outcomes [22]. Thus, we propose that credibility acts as an interim step between activities and facework and satisfaction:…”

Section: Faceworkmentioning

confidence: 99%

Student satisfaction in interactive engagement-based physics classes

Gaffney

2016

Phys. Rev. Phys. Educ. Res.

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Interactive engagement-based (IE) physics classes have the potential to invigorate and motivate students, but students may resist or oppose the pedagogy. Understanding the major influences on student satisfaction is a key to successful implementation of such courses. In this study, we note that one of the major differences between IE and traditional physics classes lies in the interpersonal relationships between the instructor and students. Therefore, we introduce the interpersonal communication constructs of instructor credibility and facework as possible frameworks for understanding how instructors and students navigate the new space of interactions. By interpreting survey data (N ¼ 161 respondents in eight sections of an IE introductory algebra-based physics course), we found both frameworks to be useful in explaining variance in student ratings of their satisfaction in the course, although we are unable to distinguish at this point whether instructor credibility acts as a mediating variable between facework and course satisfaction.

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A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes

Cited by 126 publications

References 70 publications

The Multidimensionality of Trust: Applications in Collaborative Natural Resource Management

The Multidimensionality of Trust: Applications in Collaborative Natural Resource Management

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?

Student satisfaction in interactive engagement-based physics classes

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