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ERIC Number: EJ1087819
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A