The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning

The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

“…Second, a number of positive instructor behaviors (e.g., immediacy) have been shown to influence these outcomes (Christophel, 1990;Kelley & Gorham, 1988;Richmond, Gorham, & McCroskey, 1987). Third, teacher confirmation is one positive teaching behavior already associated with affective learning, cognitive learning, and state motivation (Ellis, 2000(Ellis, , 2004 and likely to be associated with the additional learning outcome of student satisfaction.…”

“…First, confirming messages promote active student learning in the classroom (Ellis, 2000(Ellis, , 2004. Second, perceptions of teacher confirmation may establish a supportive classroom climate by communicating instructor interest to students.…”

“…She also discovered that perceived teacher confirmation was related positively to students' affective and cognitive learning. Ellis (2004) then validated the TCS by exploring whether students' feelings of confirmation were a function of teacher confirmation behaviors. She found that the TCS was correlated positively with a previous measure of confirmation, indicating an isomorphic relationship.…”

Social ecology of the classroom: Issues of inclusivity

“…Stratification of classrooms, laboratories, study groups, and so forth can occur along many lines-socioeconomic, gender, race, sexual orientation/identity, religion, cultural background, attitudes, and even by athletic team [1][2][3][4]. Social psychology research indicates that this stratification is part of the human experience and is typically implicit [1,5] but can hinder student performance and persistence [6][7][8][9][10].One challenge in any classroom is to be cognizant of the potential stratification and marginalization of students, most insidiously by other students. In lecture-based classes, it might not be apparent to the instructor that marginalization is occurring, but when students leave the classroom to work on assignments-when professors can't see-stratification and marginalization happens whether faculty acknowledge it or not [11,12].…”

“…Several studies have noted that active learning can generate mutual respect and appreciation for differences among students from diverse backgrounds [6,7,15,16,21]. Students can find it a relief that other students have the same questions.…”