ERIC Number: EJ1047656
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 100
Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?
Kerssen-Griep, Jeff; Witt, Paul L.
Communication Education, v64 n1 p1-24 2015
Mentoring is a trusting, developmental supervisory relationship whose success largely depends on participants' interpersonal abilities. Feedback interventions with mentees commonly present interactional challenges to maintaining that relationship, yet are integral to any teaching-learning context. In this study we examined whether and how two key, trainable teacher communication abilities--face-threat mitigation (FTM) and nonverbal immediacy--predicted students' perceptions of being mentored by a teacher. Levels of actual FTM tactics and teacher nonverbal immediacy (TNI) cues were manipulated in a feedback intervention situation on video and analyzed across a 2 × 2 design. Factorial MANCOVA analysis of perceived mentoring detected significant multivariate main effects for FTM tactics and for TNI cues, no significant two-way interaction effect between those two interpersonal variables, and differences in how TNI and FTM each contributed to predicting mentoring's four measured dimensions. Theoretical and pedagogical implications are discussed in light of facework, approach-avoidance, feedback intervention, and leader-member exchange theories.
Descriptors: Feedback (Response), Mentors, Intervention, Teaching Methods, Communication Strategies, Student Attitudes, Teacher Student Relationship, Cues, Statistical Analysis, Interaction, Nonverbal Communication, Undergraduate Study, Video Technology, Communication (Thought Transfer), Rating Scales, Likert Scales, Effect Size
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A