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
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