讲师肯定信息在商务交际学生写作理解中的重要性

IF 1.4 Q2 COMMUNICATION

Business and Professional Communication Quarterly Pub Date : 2023-04-23 DOI:10.1177/23294906231165738

Michelle T. Violanti, Stephanie Kelly, Emily Denton, Makayla Schill

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引用次数: 0

摘要

本研究以社交在场理论为指导，试图了解在线商务沟通课程中教师的肯定信息和社交在场行为如何影响学生的写作理解。数据与两个模型一致，这两个模型都表明，在商务沟通课堂上，教师肯定信息间接影响学生的写作理解。这两个模型还表明，学生的倦怠是间接影响的中介。研究结果表明，在网上教授商务沟通时，教师花时间留下肯定的信息反馈是多么重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Importance of Instructor Affirming Messages in Business Communication Students’ Writing Apprehension

Through the guidance of social presence theory, this study sought to understand how instructors’ affirming messages and social presence behaviors affect students’ writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students’ writing apprehension in the business communication classroom. Both models also indicate that students’ burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online.

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来源期刊

Business and Professional Communication Quarterly COMMUNICATION-

CiteScore

2.40

自引率

38.50%

发文量

期刊介绍： Business and Professional Communication Quarterly is the only refereed journal devoted to research that advances the teaching of communication in the workplace. The journal aims to present the many interdisciplinary, international, and organizational perspectives that characterize the field and specifically to publish research that advances knowledge about business and professional communication pedagogy and praxis in both academic and workplace settings, including technical and scientific communication, rhetoric, program design and assessment, the impact of technology, sustainability, global and multicultural issues, nonprofit communication, and best practices. As an interdisciplinary journal, BPCQ welcomes manuscripts that address a variety of theoretical, applied, and practical approaches and topics in the teaching and praxis of business, corporate, organizational, professional, or technical communication, including qualitative and quantitative research on classroom teaching or assessment, case studies of specific classroom techniques, reports on strategies for program development, innovative assignments or methodologies, and reviews of scholarship relevant to business and professional communication pedagogy. BPCQ especially welcomes manuscripts that address the principles of SoTL (scholarship of teaching and learning). BPCQ also publishes articles on a particular theme, for which a call may be announced on the ABC website: http://www.businesscommunication.org. Information on submitting book reviews can be found at http://www.montclair.edu/cwe/bcq