Student Misbehaviors, Instructor Responses, And Connected Classroom Climate: Implications for the Basic Course

The concept of connected classroom climate focuses on student-to-student communication behaviors that are paramount in creating the climate of a class, especially in the basic course. While previous studies have focused on the positive and cooperative behaviors of students and instructors that may contribute to perceptions of classroom connectedness, the role that incivilities may play in detracting from or undermining a connected classroom climate has not been investigated. This study examines perceptions of a connected classroom climate and its relationships to student misbehaviors and instructor responses. A total of 542 university students enrolled in 30 sections of the basic public speaking course completed the Connected Classroom Climate Inventory (CCCI) and scales measuring student misbehaviors and teacher responses to student misbehaviors. Results showed that student perceptions of a connected classroom climate were inversely related to both inconsiderate and harassing student misbehaviors. The results also revealed a possible relationship between classroom connectedness and the manner in which instructors respond to students when they misbehave. These findings suggest that basic course instructors need to consider how to reduce student inconsideration and harassment misbehaviors in their classes, and how to positively respond to these behaviors when they do occur so that classroom connectedness is not diminished

Connected Classroom Climate and Communication in the Basic Course: Associations with Learning

Most research on the association between classroom climate and student learning has emphasized the instructor’s role in creating a positive learning environment. However, the role students play in fostering a classroom climate that promotes learning has received less attention, particularly in the basic course. This study examined the relationship between perceptions of a connected classroom climate and students’ cognitive and affective learning involving 437 freshman and sophomore university students enrolled in the basic public speaking course. Students completed the Connected Classroom Climate Inventory (CCCI) and scales measuring affective and cognitive learning. Results showed significant relationships between student perceptions of connected classroom climate and cognitive learning, affective learning, and affective behavioral intent

Connected Classroom Climate and Communication Apprehension: Correlations and Implications of the Basic Course

Although scholars have recommended increasing relational variables in the classroom such as familiarity, acquaintance level, and collaboration to help students moderate communication apprehension (CA), few, if any, academic studies have investigated the relationship between CA and a supportive climate among students in the college classroom. Self-report data were collected from 523 undergraduate students from a Midwestern university who participated in a large curriculum assessment program using the Connected Classroom Climate Inventory (CCCI) and the PRCA-24. Results showed significant relationships between student perceptions of connected-classroom climate and CA levels throughout the course

HETEROSOCIAL COMMUNICATIVE BEHAVIOR: THE DEVELOPMENT OF AN ASSESSMENT INSTRUMENT

This investigation developed a 50-item, seven-interval, Likert-type assessment instrument to measure heterosocial behavior. The eight dimensional measure taps the domains of conditioned anxiety, heterosocial apprehension, heterosocial expectation, heterosocial importance, heterosocial skills, physical attractiveness, activity, and proximity. Construct validity was supported for all dimensions but conditioned anxiety and heterosocial importance. Predictive validity was assessed by means of canonical correlational analysis. Results indicated the emergence of two significant canonical variates. The first canonical variate indicates that heterosocial importance, activity, proximity, heterosocial apprehension, and heterosocial skills predict heterosocial satisfaction and heterosocial quantity while the second canonical variate indicates that conditioned anxiety and physical attractiveness predict heterosocial satisfaction. While these relationships are significant, they account for only a small amount of variance (i.e., 28 percent and 14 percent respectively). Plausible explanations for limited predictive power are: (1) the canonical correlation vector for the relational practices variables is not adequate due to low correlations among the relational practices variables; (2) the relationship between the relational practices variables and heterosocial satisfaction and heterosocial quantity are moderately low; and (3) the criterion variables used in this investigation may lack content validity. Additional research should study other heterosocial assessment measures (i.e., behavioral measures, self-monitoring and self-ratings, and peer-ratings) which can be used for researching the area of minimal dating. In addition, future research needs to examine various treatment approaches, both in package and component form, and the relational practices variables, so as to better place individuals in appropriate treatment programs

Differences in Immediacy between Traditional and Nontraditional Students

Focuses on the difference in scores on immediacy for traditional and nontraditional college students. Definition of immediacy as behavior that communicates approachability and closeness between interactants; View of immediacy as a determinant of students\u27 academic performance and learning