Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative Style

Aylor, Brooks; Oppliger, Patrice A.

doi:10.1080/03634520302469

Cited by 74 publications

(35 citation statements)

References 29 publications

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“…Moreover, assertive individuals are considered extroverted and powerful whereas responsive individuals are considered trustworthy and sociable [49] [50]. Responsive instructors are also viewed as being sensitive and understanding [51], being verbally receptive to students [52] and contributing to perceived students' learning and satisfaction [52] [53] [54].…”

Section: Socio-communicative Stylementioning

confidence: 99%

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

Bekiari¹,

Pylarinou²

2017

JSS

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In this study were examined associations among physical education instructors' argumentativeness and socio-communicative styles perceived by students and students' reasons for discipline. The sample consisted of 252 students (111 males, 141 females) aged 10 -12 years old (M = 11.4, SD = 0.79) from primary schools of public primary schools who completed three types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. According to the results of the study, statistically significant differences were observed in perceived instructors' argumentativeness and assertiveness between the two classes of the students. Correlational analysis indicated that perceived instructors' argumentativeness was positively related to responsiveness, intrinsic reasons, self-responsibility reasons and caring reasons for discipline. Significant negative correlations were noted for instructors' argumentativeness with assertiveness, external reasons, introjected reasons and no reasons for discipline. The results of regression analysis revealed that perceived instructors' argumentativeness could significantly predict the variables of responsiveness, assertiveness, external reasons, introjected reasons, intrinsic reasons and self-responsibility reasons for discipline.

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Section: Socio-communicative Stylementioning

confidence: 99%

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

Bekiari¹,

Pylarinou²

2017

JSS

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“…In fact, some scholars have argued that strictly social interactions have had little to no effect on students' motivation, educational gains, or persistence [19,40,71]. Others have concluded that every type of interaction, even incidental interactions, have had a positive impact upon students [6,20].…”

Section: Faculty-student Engagement Literaturementioning

confidence: 99%

“…Highly engaged faculty members held students to high expectations and invested an equal amount of effort themselves [15,41]. They made an effort to be responsive so that students would perceive them as kind, compassionate, and helpful [6]. A 2014 Gallup-Purdue National Index Report bolstered these findings by showing that graduates who made meaningful connections with professors were twice as likely to be engaged in their work after college and were three times as likely to be thriving in terms of their well-being.…”

Section: Faculty-student Engagement Literaturementioning

confidence: 99%

The work of faculty-in-residence: An introduction and literature review

Healea

Scott

Dhilla

2015

WOR

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Abstract. BACKGROUND:The unique work of faculty-in-residence (FIRs) is premised on a substantial amount of research, which demonstrates that faculty-student engagement benefits students positively. Still, there is a dearth of literature that focuses on FIR work. In particular, there is no published research on the historical context for FIRs and no published research that provides an overarching analysis of literature germane to FIR work. OBJECTIVE: The objective of this article is to fill these gaps in the research literature by producing a historical study of FIR work and a review of research about FIR work. METHODS: Qualitative methods were used for this study; namely, the authors employed both historical research methods and a literature review. RESULTS: This study is the first of its kind to trace the history of FIR work and to provide an overarching analysis of the limited literature on this topic. CONCLUSIONS: By filling in the gaps in the research literature and describing the current state of FIR work, this study contributes to a research base for future, iterative studies of FIR work. This study also offers a discussion of future directions for both the research and practice of FIR work on college campuses.

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“…Low HOs rarely, if ever, use humor as a tool for engaging in interpersonal relationships. While the scale was originally created to examine an individual's perception of his or her own behavior, the scale has been retooled to examine communicative behavior in a variety of different contexts: health care environments (Wanzer et al, 1996(Wanzer et al, , 2005Wrench & Booth-Butterfield, 2003), organizations (Rizzo et al, 1999;Wanzer et al, 2005), families (Wrench, 2001;Wrench & Martin, 2001), romantic relationships (Aune & Wong, 2002), and classrooms (Aylor & Oppliger, 2003;Frymier & Weser, 2001;Punyanunt, 2000;Wanzer & Frymier, 1999a, 1999b. Wanzer and Frymier (1999b) conducted the first major study on the impact of the humor orientation of teachers.…”

Section: The Humor Orientationmentioning

confidence: 99%

The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students

Wrench

Punyanunt‐Carter²

2008

NACADA Journal

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The current study is the fourth in a series on various components of advisor-advisee communication. In the latest study, the influence of a variety of communication variables on the graduate advisor–advisee interpersonal relationship is examined. Graduate students' perceptions of their graduate advisors' use of humor as it relates to other communication variables (nonverbal immediacy, social support, mentoring, and relationship satisfaction) were investigated. Results revealed a positive, statistically significant relationship between an advisee's perception of his or her advisor's use of humor and that advisee's perception of the advisor's nonverbal immediacy, social support, and mentoring as well as the relationship satisfaction reported by the advisee. Relative Emphasis: theory, research, practice

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Out-of-Class Communication and Student Perceptions of Instructor Humor Orientation and Socio-Communicative Style

Cited by 74 publications

References 29 publications

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

The work of faculty-in-residence: An introduction and literature review

The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students

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