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ERIC Number: EJ1082983
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0363-4523
Responses to Negative Student Evaluations on The Effect of Instructor Statement of Credibility on Student Lower-Level Cognitive Learning and State Motivation to Learn
Liang, Yuhua
Communication Education, v64 n4 p455-471 2015
Instructors have the ability to respond to student evaluations on (RMP). The current research conceptualized the juxtaposition of student evaluations and instructor responses using communication processes on participatory websites. In an original experiment, the results demonstrated that when faced with multiple negative student evaluations on RMP, an instructor's statement of trustworthiness robustly increased students' lower-level cognitive learning. A supplemental analysis revealed that an instructor's statement of competence, caring, and trustworthiness additively increased the likelihood of student enrollment toward course content. This research established the empirical efficacy of instructor responses to student evaluations on RMP.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A