“You can get clarity that other students may feel the same way you do”: exploring students’ decision-making around and motivations for engaging in evaluative talk about instructors

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-11-30 DOI:10.1080/03634523.2022.2149829

M. Hannah, Sophie S. Downing

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引用次数: 1

Abstract

ABSTRACT This multimethod study was conducted to explore students’ decision-making to approach or avoid interactions with peers about instructors and investigate motivations for instructional dissent. Participants (N = 124 college students) responded to measures of instructional dissent behavior and motivations for social gossip, then responded to an open-ended question about the risks and benefits of talking about instructors with other students. Quantitative results indicated that expressive and vengeful dissent were related to the following motives for gossiping about instructors: information gathering and validation, group protection, negative influence and social enjoyment. Regression analyses revealed negative influence and group protection account for unique variance in expressive dissent, while social enjoyment and negative influence account for unique variance in vengeful dissent. Qualitative results suggest students’ decision-making to engage in interactions with other students about instructors is informed by concerns for self and others, and reflects social motivations for gossip. The implications of these findings on instructor and student communication are discussed.

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“你可以清楚地看到，其他学生可能和你有同样的感受”：探索学生的决策以及参与关于导师的评估性谈话的动机

摘要：这项多方法研究旨在探索学生在接近或避免与同龄人就教师进行互动方面的决策，并调查教学异议的动机。参与者（N = 124名大学生）回答了教学异议行为和社交八卦动机的测量，然后回答了一个关于与其他学生谈论导师的风险和好处的开放式问题。定量研究结果表明，表达性和报复性异议与教师八卦的动机有关：信息收集和验证、群体保护、负面影响和社会享受。回归分析显示，负面影响和群体保护是表达异议的独特差异，而社会享受和负面影响是报复性异议的独特变化。定性结果表明，学生与其他学生就导师进行互动的决策是基于对自身和他人的担忧，并反映了八卦的社会动机。讨论了这些发现对教师和学生沟通的影响。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues