Instructor Compliance to Student Requests: An Examination of Student-to-Student Connectedness as Power in the Classroom

Autor/inn/en	Sidelinger, Robert J.; Bolen, Derek M.; Frisby, Brandi N.; McMullen, Audra L.
Titel	Instructor Compliance to Student Requests: An Examination of Student-to-Student Connectedness as Power in the Classroom
Quelle	In: Communication Education, 61 (2012) 3, S.290-308 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2012.666557
Schlagwörter	Classroom Environment; Compliance (Psychology); Peer Relationship; Student Attitudes; Teacher Attitudes; Class Size; Aptitude Treatment Interaction; Teacher Influence; Teacher Leadership; Change Strategies; Educational Strategies; Classroom Techniques; Teacher Student Relationship; Social Psychology; Likert Scales; Affective Behavior + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Peer-Beziehungen; Schülerverhalten; Lehrerverhalten; Klassengröße; Lehrerfunktionsstelle; Lösungsstrategie; Lehrstrategie; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialpsychologie; Likert-Skala; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Using facework as a theoretical lens, we examined power in the classroom from the standpoint that students, as a connected group, may have upward influence in the college classroom. Participants included both students (N = 375) and faculty (N = 104) who reported on perceptions of classroom connectedness and instructor compliance to student requests. Both students and instructors reported a positive link between perceptions of student-to-student connectedness and instructor compliance. In addition, instructors were more likely to comply when they reported liking their students. Finally, students perceived greater connectedness and compliance in smaller classes than in larger classes. However, instructors did not share this perception. Overall, this study revealed that a connected classroom climate may serve as a relational resource for students that can impact an instructor's decisions in the college classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10