Instructor Active Empathic Listening and Classroom Incivility

Autor/in	Weger, Harry
Titel	Instructor Active Empathic Listening and Classroom Incivility
Quelle	In: International Journal of Listening, 32 (2018) 1, S.49-64 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2017.1289091
Schlagwörter	Empathy; Listening Skills; Teacher Student Relationship; Age Differences; Gender Differences; Class Size; Nonverbal Communication; Undergraduate Students; Student Surveys; Student Attitudes; College Faculty; Behavior Problems; Classroom Environment; Predictor Variables; Multiple Regression Analysis; Factor Analysis + Suchen Sie Ihr Suchwort? Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Klassengröße; Non-verbal communication; Nonverbale Kommunikation; Schülerbefragung; Schülerverhalten; Fakultät; Klassenklima; Unterrichtsklima; Prädiktor; Faktorenanalyse
Abstract	Instructor listening skill is an understudied area in instructional communication research. This study looks at teachers' active empathic listening behavior association with student incivility. Scholars recognize student incivility as a growing problem and have called for research that identifies classroom behaviors that can affect classroom climate. A total of N = 434 undergraduate students were surveyed about their observations of student incivility in their classes, their perceptions of their instructor's use of active empathic listening and nonverbal involvement, class size, instructor gender, and estimated instructor age. After controlling for nonverbal involvement, instructor age, instructor gender, and class size, results suggest active empathic listening associates negatively with three types of classroom incivility. Both class size and instructor nonverbal immediacy also emerged as predictors of student incivility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01