Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice

Priest as Teacher II: Understanding Priests’ Communicative Misbehaviors

“…Likewise, procedural violations are likely similarly viewed as unfair behaviors on the part of the Priest, particularly since norms dictate that a parishioner cannot interrupt a service and correct his/her Priest. These findings, along with both the feelings and behavioral reactions found here and in prior studies (e.g., Chory et al, 2014;Horan et al, 2010), suggest that justice issues are present in the Church context of Priests' communicative misbehaviors.…”

“…Horan et al (2010) found that students reported a wide array of emotional responses to perceived instructor unfairness including anger, stress, and frustration. Moreover, students reported injustice to be severe, hurtful, and reacted with negative emotions (Chory, Horan, Carton, & Houser, 2014).…”

Measurement in Instructional Communication Research: A Decade in Review

“…Horan, Chory, and Goodboy (2010) found that students are able to recall instances of unfairness, and those students report negative emotional and behavioral reactions to such messages. Chory et al (2014) reported that students associated unfairness with less emotional support from and low emotion work with teachers, providing evidence of concurrent validity.…”

“…Multidimensional: verbal and written clarity Convergent validity (Li et al, 2011;Mazer, 2013aMazer, , 2013bMazer et al, 2014;Titsworth et al, , 2013 (Schrodt et al, 2007) Concurrent validity (Schrodt et al, 2007) Predictive validity Schrodt et al, 2008) Discriminant validity Schrodt et al, 2008 (Chory, 2007;Chory et al, 2014;Horan et al, 2012; Discriminant validity (ChoryAssad & Paulsel, 2004; Parental Academic Support (2012) assessment. Critics of the Learning Loss Scale report that the reliability is difficult to assess (Rubin, 2009); the measure is not amenable to factor analysis (Hooker & Denker, 2013); learning loss shares a limited relationship with other cognitive learning measures (Hooker & Denker, 2013); the assessment relies on students' perception of what they have learned (Hess, Smythe, & Communication 451, 2001); and others might question whether the measure is a true cognitive indicator, since the two items feature students' affective perceptions of learning, without benefit of test scores.…”

Credibilidad docente: una revisión de la literatura

“…Como señalan Mottet, Frymier y Beebe (2006), las percepciones de los estudiantes sobre el comportamiento de los docentes modifican sus respuestas de acercamiento o evitación al aprendizaje. En este sentido, diversos estudios indican que cuando los estudiantes perciben que los profesores se comportan adecuadamente, influye de forma positiva en el proceso de enseñanza-aprendizaje (Titsworth, McKenna-Buchanan, Mazer y Quinlan, 2013;Titsworth, Quinlan y Mazer, 2010;Zhang y Zhang, 2013) mientras que cuando perciben que los docentes se comportan inapropiadamente, afecta de manera negativa (Chory, Horan, Carlton y Hauser, 2014;Levine et al, 2000;Mazer, McKenna-Buchanan, Quinlan y Titsworth, 2014). Según Mazer y Stowe (2016), cuando los docentes se comportan de manera apropiada, los estudiantes son más propensos a apreciarlos, perciben una relación más cercana, tienen actitudes más favorables y se promueve un ambiente en la clase donde la participación y el aprendizaje de los alumnos se fortalecen.…”