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Communication Education
written by Paul L. Witt and Jeff Kerssen-Griep
Instructors routinely provide feedback for students concerning the work the students produce as part of a classroom course. Although such information is required of instructors and expected by students, the communication of feedback creates a potentially face-threatening interaction in which the student's self-esteem may be diminished and/or the instructor–student relationship may be strained. This study investigated a video instructor's attempts to mitigate such face threats by using sensitive verbal strategies combined with nonverbal immediacy cues. A 2 x 2 experimental design allowed manipulation of these two variables in higher and lower combinations and subsequent detection of a significant interaction effect between them. In the presence of higher face-threat mitigation cues and higher nonverbal immediacy cues, students attributed greater credibility to the video instructor and evaluated the instructor more highly. These findings are interpreted in light of approach-avoidance theory, which posits that people draw near to others whom they like and avoid those they dislike. Implications for classroom instructors are discussed.
Communication Education: Volume 60, Issue 1, Pages 75-94
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
- Learning Environment
- Technology
= Distance Education
Education - Basic Research
- Communication
- Teacher Characteristics
= Affect
Other Sciences
- None
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
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- PER Literature
- Researchers
- Administrators
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© 2011 Informa UK, Ltd.
DOI:
10.1080/03634523.2010.507820
Keywords:
student buy-in, teacher evaluation
Record Creator:
Metadata instance created July 7, 2022 by Lauren Bauman
Record Updated:
September 7, 2022 by Lauren Bauman
Last Update
when Cataloged:
December 11, 2010
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
P. Witt and J. Kerssen-Griep, , Commun. Educ. 60 (1), 75 (2011), WWW Document, (https://doi.org/10.1080/03634523.2010.507820).
AJP/PRST-PER
P. Witt and J. Kerssen-Griep, Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility, Commun. Educ. 60 (1), 75 (2011), <https://doi.org/10.1080/03634523.2010.507820>.
APA Format
Witt, P., & Kerssen-Griep, J. (2010, December 11). Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility. Commun. Educ., 60(1), 75-94. Retrieved September 25, 2022, from https://doi.org/10.1080/03634523.2010.507820
Chicago Format
Witt, Paul L., and Jeff Kerssen-Griep. "Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility." Commun. Educ. 60, no. 1, (December 11, 2010): 75-94, https://doi.org/10.1080/03634523.2010.507820 (accessed 25 September 2022).
MLA Format
Witt, Paul L., and Jeff Kerssen-Griep. "Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility." Commun. Educ. 60.1 (2011): 75-94. 25 Sep. 2022 <https://doi.org/10.1080/03634523.2010.507820>.
BibTeX Export Format
@article{ Author = "Paul L. Witt and Jeff Kerssen-Griep", Title = {Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility}, Journal = {Commun. Educ.}, Volume = {60}, Number = {1}, Pages = {75-94}, Month = {December}, Year = {2010} }
Refer Export Format

%A Paul L. Witt %A Jeff Kerssen-Griep %T Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility %J Commun. Educ. %V 60 %N 1 %D December 11, 2010 %P 75-94 %U https://doi.org/10.1080/03634523.2010.507820 %O text/html

EndNote Export Format

%0 Journal Article %A Witt, Paul L. %A Kerssen-Griep, Jeff %D December 11, 2010 %T Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility %J Commun. Educ. %V 60 %N 1 %P 75-94 %8 December 11, 2010 %U https://doi.org/10.1080/03634523.2010.507820


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