Students' Imagined Interactions as Intrapersonal Explanations for Instructional Dissent

被引：5
|
作者：
Goodboy, Alan K. [1 ]
Bolkan, San [2 ]
Goldman, Zachary W. [1 ]
机构：
[1] West Virginia Univ, Dept Commun Studies, Morgantown, WV 26506 USA
[2] CSU Long Beach, Dept Commun Studies, Long Beach, CA USA
来源：
COMMUNICATION REPORTS | 2015年 / 28卷 / 02期
关键词：
Affective Learning; Imagined Interactions; Instructional Dissent; Student Dissent;
D O I：
10.1080/08934215.2014.936563
中图分类号：
G2 [信息与知识传播];
学科分类号：
05 ; 0503 ;
摘要：
The purpose of this study was to examine how college students' intrapersonal communication experiences (i.e., imagined interactions) with disliked instructors contribute to their proclivity to communicate instructional dissent (i.e., expressive, rhetorical, vengeful). Student participants (N = 181) completed a self-report questionnaire measuring their use of imagined interactions with their worst instructor in the past academic year, along with reports of their course-related dissent. Results of a canonical correlation revealed that the frequency, valence, and rehearsal of students' imagined interactions with a low affect instructor are related to forms of instructional dissenct.
引用
收藏
页码：115 / 127
页数：13
相关论文
共 50 条
  • [41] The effect of instructional explanations on learning from scientific texts
    Coleman, EB
    Brown, AL
    Rivkin, ID
    JOURNAL OF THE LEARNING SCIENCES, 1997, 6 (04) : 347 - 365
  • [42] Using multimedia annotation tool for the instructional cues and explanations
    Hsu, Jenq-Mub
    Lai, Yen-Shou
    Yu, Pao-Ta
    ADCOM 2007: PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE ON ADVANCED COMPUTING AND COMMUNICATIONS, 2007, : 93 - +
  • [43] Psychological Determinants of the Origin of Intrapersonal Contradictions of Students
    Katkova, Aleksandra S.
    Vachkov, Igor V.
    CLINICAL PSYCHOLOGY AND SPECIAL EDUCATION, 2020, 9 (02): : 246 - 265
  • [44] Students' thinking level based on intrapersonal intelligence
    Sholikhati, Rahadian
    Mardiyana
    Saputro, Dewi Retno Sari
    FIRST AHMAD DAHLAN INTERNATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION, 2018, 943
  • [45] How to Foster Active Processing of Explanations in Instructional Communication
    Berthold, Kirsten
    Renkl, Alexander
    EDUCATIONAL PSYCHOLOGY REVIEW, 2010, 22 (01) : 25 - 40
  • [46] Towards a framework for effective instructional explanations in science teaching
    Kulgemeyer, Christoph
    STUDIES IN SCIENCE EDUCATION, 2018, 54 (02) : 109 - 139
  • [47] Constructing Scientific Explanations: a System of Analysis for Students’ Explanations
    Vanessa de Andrade
    Sofia Freire
    Mónica Baptista
    Research in Science Education, 2019, 49 : 787 - 807
  • [48] Feeling Valued Matters: An Examination of Instructor Confirmation and Instructional Dissent
    Buckner, Marjorie M.
    Frisby, Brandi N.
    COMMUNICATION STUDIES, 2015, 66 (03) : 398 - 413
  • [49] Constructing Scientific Explanations: a System of Analysis for Students' Explanations
    de Andrade, Vanessa
    Freire, Sofia
    Baptista, Monica
    RESEARCH IN SCIENCE EDUCATION, 2019, 49 (03) : 787 - 807
  • [50] Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model
    Johnson, Zac
    LaBelle, Sara
    COMMUNICATION EDUCATION, 2015, 64 (02) : 154 - 170
12345