When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom

被引:38
作者
Sidelinger, Robert [1 ]
Bolen, Derek [2 ]
Frisby, Brandi [3 ]
McMullen, Audra [4 ]
机构
[1] Oakland Univ, Dept Commun & Journalism, Rochester, MI 48309 USA
[2] Wayne State Univ, Dept Commun, Detroit, MI 48202 USA
[3] Univ Kentucky, Dept Commun, Lexington, KY 40506 USA
[4] Towson Univ, Dept Mass Commun & Commun Studies, Towson, MD USA
关键词
Connected Classroom Climate; Instructor Misbehaviors; Willingness to Talk in Class; Self-Regulated Learning; Affective Learning; Systems Theory;
D O I
10.1080/03634523.2011.554991
中图分类号
G2 [信息与知识传播];
学科分类号
05 ; 0503 ;
摘要
Using systems theory as a lens, instructor misbehaviors were examined in the context of the college classroom to determine if student-to-student connectedness mediated the relationships between instructor misbehaviors and student involvement and affective learning. Student-to-student connectedness mediated the relationships between instructor apathy and students' willingness to talk in class and self-regulated learning. For example, when instructors are perceived as apathetic, students can still create a supportive, connected communication environment that facilitates positive learning outcomes. Connectedness partially mediated the relationships between irresponsibility and derisiveness, and students' willingness to talk in class and self-regulated learning. However, connectedness did not mediate the relationships between instructor misbehaviors and affective learning. When instructor misbehaviors occur in the classroom, students may still experience positive learning outcomes through a connected classroom climate; however, in the end, students are likely to negatively evaluate the instructor and course.
引用
收藏
页码:340 / 361
页数:22
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