The influence of French instructors’ rhetorical and relational communication on students’ instructional beliefs, behaviors, and perceived learning

Brandi N. Frisby, Daniel H. Mansson, Caroline Giraudeau

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Because most instructional communication research has been conducted within the United States, the purpose of this study was to develop an enhanced understanding of the student–instructor relationship outside the United States using the instructional beliefs model and rhetorical and relational goals theory. Specifically, we examined the effects of perceived instructor rapport and instructor relevance on students’ instructional beliefs (i.e., efficacy and empowerment), behaviors (i.e., participation and expressed academic concern), and perceived cognitive learning (i.e., learning indicators and cognitive learning) in France. Undergraduate and graduate students (N = 565) completed a Qualtrics survey including both self- and other-report instruments in reference to their most recently attended class. The results of multiple and stepwise regression analyses largely supported the hypotheses that student–instructor rapport and perceived instructor relevance have positive effects on students’ instructional beliefs, communication approach behaviors, and perceived learning.

Original languageEnglish
Pages (from-to)46-63
Number of pages18
JournalCommunication Education
Volume73
Issue number1
DOIs
StatePublished - 2024

Bibliographical note

Publisher Copyright:
© 2023 National Communication Association.

Keywords

  • culture
  • learning outcomes
  • rapport
  • relevance
  • student–teacher interactions

ASJC Scopus subject areas

  • Communication
  • Education
  • Language and Linguistics

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