NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ786650
Record Type: Journal
Publication Date: 2008-Apr
Pages: 21
Abstractor: Author
Reference Count: 54
ISSN: ISSN-0363-4523
Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom
Schrodt, Paul; Witt, Paul L.; Myers, Scott A.; Turman, Paul D.; Barton, Matthew H.; Jernberg, Kodiane A.
Communication Education, v57 n2 p180-200 Apr 2008
This study tested two theoretical models of learner empowerment as a potential mediator of teacher power use and students' ratings of instruction. Participants included 1,416 undergraduate students from four different institutions in the United States. Results of structural equation modeling provided more support for the partial mediation model than for the full mediation model, though in the final structural model, learner empowerment failed to mediate the influence of teacher power use on students' ratings of instruction. Instead, referent, reward, and legitimate power accounted for 66% of the variance in learner empowerment, while referent, expert, and coercive power accounted for 80% of the variance in teacher evaluations. Referent power emerged as the only form of power that predicted both empowerment and evaluations. (Contains 5 figures and 1 table.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A