An Investigation of Students’ Forgiveness, Instructional Dissent, and Learning in the College Classroom

Jessalyn I. Vallade, Matthew M. Martin, Lori E. Vela

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

The current study examined the belief that students’ forgiveness mediates the relationship between instructor transgressions and students outcomes. Students’ descriptions of instructor relational transgressions were consistent with Kearney, Plax, Hays, and Ivey's (1991) typology of incompetent, offensive, and indolent misbehaviors. Results supported the mediating role of forgiveness, indicating that perceived severity and blameworthiness associated with instructor misbehaviors predicted students’ forgiveness, which in turn influenced students’ instructional dissent as well as affective and cognitive learning. Consistent with research in interpersonal communication, results suggest that perceptions and forgiveness of misbehaviors are important to understand in order to maximize positive outcomes in the college classroom.

Original languageEnglish
Pages (from-to)389-412
Number of pages24
JournalWestern Journal of Communication
Volume79
Issue number4
DOIs
StatePublished - Aug 8 2015

Keywords

  • Affective Learning
  • Cognitive Learning
  • Forgiveness
  • Instructional Dissent
  • Instructor Misbehavior

ASJC Scopus subject areas

  • Language and Linguistics
  • Communication

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