Feeling Valued Matters: An Examination of Instructor Confirmation and Instructional Dissent

Marjorie M. Buckner, Brandi N. Frisby

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

This study explored the relationship between effective instructor behavior—instructor confirmation—and a potentially negative student behavior—instructional dissent. Previous studies demonstrate that student characteristics provide a limited explanation for how students express dissent (e.g., Goodboy & Myers, 2012). Thus, scholars have begun to investigate the influence of instructor behaviors along with student characteristics to understand why students express dissent (LaBelle, Martin, & Weber, 2013). This study revealed that instructor confirmation negatively related to expressive and vengeful dissent, but not rhetorical dissent. Further, the three dimensions of instructor confirmation functioned differently in accounting for variance in expressive and vengeful dissent. Future research should build towards a model of instructional dissent model that reflects the unique characteristics of the instructional context and modifiable instructor behaviors.

Original languageEnglish
Pages (from-to)398-413
Number of pages16
JournalCommunication Studies
Volume66
Issue number3
DOIs
StatePublished - May 27 2015

Bibliographical note

Publisher Copyright:
© 2015, © Central States Communication Association.

Keywords

  • Instructional Dissent
  • Instructor Behaviors
  • Instructor Confirmation
  • Student Dissent

ASJC Scopus subject areas

  • Communication

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