Theory of planned behavior in the classroom: An examination of the instructor confirmation-interaction model

Burns, Michael E.; Houser, Marian L.; Farris, Kristen L.

doi:10.1007/s10734-017-0187-0

Cited by 27 publications

(20 citation statements)

References 44 publications

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“…Through confirming communication, individuals feel endorsed, acknowledged, and recognized (Ellis, 2000). Thus, teacher confirmation pertains to teachers' communicative attempts to convey to students that they are valuable (Burns et al, 2017). To achieve this goal, teachers typically avoid disconfirming students, answer students' questions and provide them with feedback, show enthusiasm in students' learning, and engage in an interactive teaching style (Ellis, 2000;Goldman et al, 2014).…”

Section: Teacher Confirmationmentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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Following the recent special issue in Frontiers in Psychology, entitled “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

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Section: Teacher Confirmationmentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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“…The interpersonal behavior adopted by teachers of physical education classes can have an important influence upon students [ 1 , 2 , 3 , 4 ]. The negative effects that may accompany direct instructional styles and pressuring behaviors from teachers can include a lack of interest and involvement in the subject matter by students at later ages [ 5 , 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students

Moreno‐Murcia

Hernández

Ruiz

2018

IJERPH

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The purpose of this study was to examine the effects of controlling teacher behavior on high school physical education students’ global intrinsic motivation, perceptions of the importance of the subject matter, intentions to be physically active, level of physical activity, and life satisfaction. The sample in this study was comprised of 416 Spanish high school students. Support for the study’s expectations was provided through structural regression analysis. The analysis revealed that a controlling teaching style was negatively associated with the global intrinsic motivation of the students. In turn, global intrinsic motivation predicted the perceived importance of the subject matter, which explained physical activity intentions. Physical activity intentions were positively associated with level of physical activity, which, in turn, explained life satisfaction. The knowledge obtained in this study can be of benefit to teachers and can be beneficial to the design of more adaptive learning environments for students.

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“…Confirmation can also make students emotionally be better (Goldman & Goodboy, 2014). Confirmation is important in communication because it could change students' behaviours and improve their verbal communication skills (Burns, Houser, & Farris, 2017). Mastery of expertise, good emotion, good behaviour, and sufficient verbal communication skills are significantly needed to ensure that the sharing session in the IBES will take place more effectively and smoothly.…”

Section: Malaysian Online Journal Of Educational Management (Mojem)mentioning

confidence: 99%

Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions

Noperman¹,

Arsyad²,

Dalifa³

et al. 2019

MOJEM

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This study aims to design Inquiry-Based Expertise Sharing (IBES) as a comprehensive active learning model in higher education, and then to examine its strength and challenges in enhancing graduate employability. This research was conducted by combination of qualitative and quantitative methods. There were two phases namely developing a pilot project and conducting experimental testing. In first phase, an initial comprehensive learning framework was developed by combining and integrating Jigsaw, Inquiry-Based Learning, and Knowledge Sharing as a framework named Inquiry-Based Expertise Sharing (IBES). In the second phase, the revised IBES was experimentally tested in the same course but different students using quasi-experiment method and the matching only pre-test post-test control group design. To examine the strength of IBES, main data was collected namely students' achievement and perception. Students' achievement was measured by the multiple choices questions sheet, while students' perception data was gathered by the questionnaire sheet. The result shows that students' achievement mean score in experimental group was 75.7 which is higher than control group that its mean score was 58.73. Students' perception result showed that more than 70% students have positive responses toward the IBES in all aspects including curiosity, inquiry skills, teamwork attitudes, collaborations, interdependence, and communication skills. The challenges of IBES are the diversity of students' background, the lack of curiosity, the lack of prior knowledge, the lack of confidence, and the lack of communication skills. Some recommendations for the effectiveness of implementation of IBES will be given.

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Theory of planned behavior in the classroom: An examination of the instructor confirmation-interaction model

Cited by 27 publications

References 44 publications

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students

Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions

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