Perceived teacher confirmation..

Abstract

This article reports an initial attempt to operationalize perceived teacher confirmation in behavioral terms and to explore relationships among perceived teacher confirmation, cognitive learning, and affective learning. Results for 2 samples (N = 446; N = 303) indicate that the final 16-item version of the Teacher Confirmation scale (TCS) is valid and reliable. Confirmatory factor analysis revealed that teacher confirmation is best represented by a 3-factor solution: (a) teachers' response to students' questions-comments, (b) demonstrated interest in students and in their learning, and (c) teaching style.Results also indicate that teacher confirmation plays a significant role in college students' cognitive and affective learning. For Sample 1, confirmation uniquely explained 18% of the variance in cognitive learning and 30% of the variance in affective learning, after controlling for demographic variables and relevance of assignments. For Sample 2, confirmation uniquely explained 17.6% of the variance in cognitive learning and 31% of the variance in affective learning, after controlling for the same variables. Structural equation modeling revealed strong, significant paths between confirmation and affective learning and between affective and cognitive learning. The study revealed a large, significant, indirect effect of teacher confirmation on cognitive learning, suggesting that affective learning serves as a mediating variable between teacher confirmation and cognitive learning. A multiple groups comparison demonstrated that the structural model was invariant for the 2 samples. E ducators have long been interested in identifying teacher behaviors that influence academic outcomes. Recent studies by instructional communication scholars have focused on a variety

Effect of Teacher Motivational Practices and Student Demotivation on Request and Refusal Speech Acts Produced by Iranian EFL Learners

“…This conclusion is in line with Teven and McCroskey, (1997) and Frymier and Houser, (2000) which believe that a good interpersonal relationship between the teacher and the learners poses direct and indirect influences on learning processes on the bases that affective learning is shaped by learners' behavior toward the teachers' impact on learners' cognitive orientations (Ellis, 2000). In the same direction of belief, MacIntyre, (1999) and Young, (1999) believe that a supportive classroom climate also helps to encourage students to learn a language when they feel they are protected.…”

Measurement in Instructional Communication Research: A Decade in Review

“…Recognizing the reflexive quality of the teacher-student relationship prompted the application of interpersonal theories to the classroom (see Ellis, 2000;McCroskey & McCroskey, 1986), as well as the development of several theoretical models and frameworks (see Wanzer et al, 2010). Continued development, application, and testing of theoretical frameworks will reveal complexities in the teacher-student relationship and the learning endeavor.…”

Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes

“…In the instructional communication literature, Ellis (2000) defined teacher confirmation as the "transactional process by which teachers communicate to students that they are endorsed, recognized, and acknowledged as valuable, significant individuals" (p. 266). After inductively assessing student perceptions of instructor confirmation behaviors, Ellis (2000) proposed that teacher confirmation is best understood across three dimensions: (a) responding to student questions and/or comments, (b) demonstrating interest in the student learning process, and (c) employing an interactive teaching style in the classroom.…”

“…After inductively assessing student perceptions of instructor confirmation behaviors, Ellis (2000) proposed that teacher confirmation is best understood across three dimensions: (a) responding to student questions and/or comments, (b) demonstrating interest in the student learning process, and (c) employing an interactive teaching style in the classroom. When instructors respond to students' questions in a timely and thorough manner, they communicate to students that they are willing to help them succeed in the classroom while alleviating uncertainty about the course content (Ellis, 2004).…”

“…Moreover, scholars have recognized the significance of determining effective teaching practices that enhance students' positive emotions in the classroom (e.g., arousal), largely because these emotions mediate the influence of instruction on student learning outcomes (Mottet, Frymier, & Beebe, 2006). One instructional behavior that is known to enhance student learning outcomes and likely influences students' emotional experiences in the classroom is teacher confirmation, or the communicative attempts used by instructors to endorse students as valuable contributors to the classroom experience (Ellis, 2000(Ellis, , 2004. To investigate the extent to which teacher confirmation behaviors influence college students' emotional outcomes in the classroom, we drew upon two theoretical perspectives: broaden-and-build theory of positive emotions (Fredrickson, 1998) and emotional response theory (ERT; Mottet et al, 2006).…”