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ERIC Number: EJ1087819
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0363-4523
Student-to-Student Confirmation in the College Classroom: An Initial Investigation of the Dimensions and Outcomes of Students' Confirming Messages
Johnson, Zac D.; LaBelle, Sara
Communication Education, v65 n1 p44-63 2016
The current study sought to determine dimensions of student-to-student confirmation. Results of open-ended surveys revealed that students confirm one another in unique ways based on the setting of their relationship (the classroom). Findings revealed three dimensions of student-to-student confirmation (acknowledgment, assistance, and individual attention) each of which has two subdimensions. Factors determining the use of confirmation and the self-reported outcomes were also examined. Notably, traditional instructional communication outcomes (affective learning, cognitive learning, motivation) emerged from the data regarding the perceived effect confirmation has on the student experience.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A