T Kody Frey
Biographic Data
| ID | 4219030 |
|---|---|
| NAME | T Kody Frey |
| GIVEN NAMES | T Kody |
| FAMILY NAME | Frey |
| SIGNATURE | FREY T K |
| AFFILIATIONS | University of Kentucky |
| ORCID | 0000-0003-1001-8821 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The feedback vaccine
This study used a 2 (time: pre- vs. postexposure) × 3 (preemptive message: control, face-supportive, inoculation) mixed online experimental design to investigate whether preemptive messaging from international instructors of high-power-distance cultures can mitigate negative perceptions among students from low-power-distance cultures when receiving critical feedback. Results indicated that negative instructor feedback significantly reduced percei…
A brief validity report for the instructor strictness scales
Researchers have begun using strictness as a framework for better understanding the communicative nature of classroom enforcement strategies. In pursuit of operationalizing this construct, the purpose of this study was to provide extended validity evidence for the Evaluative, Regulatory, and Interactive instructor strictness scales through hypothesized relationships with different instructor communication styles: perceived instructor verbal aggre…
Using Microsoft Teams to Facilitate Asynchronous Online Focus Groups
The COVID-19 pandemic presented unique challenges to researchers engaged in qualitative research. Such methods often require the use of in-person methods of data collection and were greatly interrupted during this time of global emergency. Yet, navigating this altered terrain presented opportunities to reflect on the traditional methodological landscape. In this paper, we reflect on the use of Microsoft Teams to facilitate multiple asynchronous o…
Instructor strictness
Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing instructor strictness. Using open-ended questionnaire data (n = 427), study 1 inductively derives an understanding of the instructor behaviors that students perceive as strict. These patterns of behavior are then condensed into a comprehensive item pool designed to measure the relevant constructs. Study 2 (n = 391) evaluates the underlyin…
Overcoming Technological Barriers to Instruction
In response to a changing higher education landscape, this essay presents an argument for utilizing reverse mentoring to solve technological problems in the academy. Specifically, the essay argues that 1) Gen Z students are uniquely positioned to capitalize on reverse mentoring programs and 2) instructional communication is an important framework for future reverse mentoring research
Syllabus Sanctions
Psychological reactance theory (PRT) has helped explain students’ resistant behavior. Additionally, several studies have explored resistant student behaviors as a product of an instructor’s syllabus policies. To build upon this line of research, a 2 × 2 experiment was conducted manipulating controlling language (low, high) and fairness (fair, unfair) within a syllabus policy. To increase external validity, the page on which the policy was located…
Nonaccommodation and communication effectiveness
Scholars have long suggested that an individual’s communicative adaptability may function as an indicator of their overall communication competence. In pursuit of this idea in a new context – the classroom – this study incorporates communication accommodation theory (CAT) to investigate how students’ perceptions of instructor nonaccommodation influence their subsequent evaluations of the instructor. Results demonstrated that, when controlling for…
CAT in the classroom
This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. A series of two-level hierarchical linear models (students nested within instructors) revealed significant, negative associations between specific modes of instructor nonaccommodation (i.e., nonaccommodation related to nonverbal responsiveness, content knowledge, and…
(In)flexibility during uncertainty? Conceptualizing instructor strictness during a global pandemic
In an essay featured in Inside Higher Ed, Dever and Justice (2020) called for university faculty to utilize empathy when teaching uncertain, frightened students during the COVID-19 pandemic. The au
Using Microsoft Teams to Facilitate Asynchronous Online Focus Groups
The COVID-19 pandemic presented unique challenges to researchers engaged in qualitative research. Such methods often require the use of in-person methods of data collection and were greatly interrupted during this time of global emergency. Yet, navigating this altered terrain presented opportunities to reflect on the traditional methodological landscape. In this paper, we reflect on the use of Microsoft Teams to facilitate multiple asynchronous o…
Overcoming Technological Barriers to Instruction
In response to a changing higher education landscape, this essay presents an argument for utilizing reverse mentoring to solve technological problems in the academy. Specifically, the essay argues that 1) Gen Z students are uniquely positioned to capitalize on reverse mentoring programs and 2) instructional communication is an important framework for future reverse mentoring research
Syllabus Sanctions
Psychological reactance theory (PRT) has helped explain students’ resistant behavior. Additionally, several studies have explored resistant student behaviors as a product of an instructor’s syllabus policies. To build upon this line of research, a 2 × 2 experiment was conducted manipulating controlling language (low, high) and fairness (fair, unfair) within a syllabus policy. To increase external validity, the page on which the policy was located…
Nonaccommodation and communication effectiveness
Scholars have long suggested that an individual’s communicative adaptability may function as an indicator of their overall communication competence. In pursuit of this idea in a new context – the classroom – this study incorporates communication accommodation theory (CAT) to investigate how students’ perceptions of instructor nonaccommodation influence their subsequent evaluations of the instructor. Results demonstrated that, when controlling for…
CAT in the classroom
This study incorporates communication accommodation theory to investigate how student perceptions of instructor nonaccommodation influence affective and cognitive classroom outcomes. A series of two-level hierarchical linear models (students nested within instructors) revealed significant, negative associations between specific modes of instructor nonaccommodation (i.e., nonaccommodation related to nonverbal responsiveness, content knowledge, and…
(In)flexibility during uncertainty? Conceptualizing instructor strictness during a global pandemic
In an essay featured in Inside Higher Ed, Dever and Justice (2020) called for university faculty to utilize empathy when teaching uncertain, frightened students during the COVID-19 pandemic. The au
Instructor strictness
Three studies (N = 1,346) detail the development of three theoretically grounded instruments operationalizing instructor strictness. Using open-ended questionnaire data (n = 427), study 1 inductively derives an understanding of the instructor behaviors that students perceive as strict. These patterns of behavior are then condensed into a comprehensive item pool designed to measure the relevant constructs. Study 2 (n = 391) evaluates the underlyin…
A brief validity report for the instructor strictness scales
Researchers have begun using strictness as a framework for better understanding the communicative nature of classroom enforcement strategies. In pursuit of operationalizing this construct, the purpose of this study was to provide extended validity evidence for the Evaluative, Regulatory, and Interactive instructor strictness scales through hypothesized relationships with different instructor communication styles: perceived instructor verbal aggre…
Using Microsoft Teams to Facilitate Asynchronous Online Focus Groups
The COVID-19 pandemic presented unique challenges to researchers engaged in qualitative research. Such methods often require the use of in-person methods of data collection and were greatly interrupted during this time of global emergency. Yet, navigating this altered terrain presented opportunities to reflect on the traditional methodological landscape. In this paper, we reflect on the use of Microsoft Teams to facilitate multiple asynchronous o…
The feedback vaccine
This study used a 2 (time: pre- vs. postexposure) × 3 (preemptive message: control, face-supportive, inoculation) mixed online experimental design to investigate whether preemptive messaging from international instructors of high-power-distance cultures can mitigate negative perceptions among students from low-power-distance cultures when receiving critical feedback. Results indicated that negative instructor feedback significantly reduced percei…
Communication in Education and Healthcare (7 works) · Psychology (7 works) · Social Psychology (5 works) · Computer Science (4 works) · Developmental psychology (4 works) · Mathematics education (4 works) · Online and Blended Learning (4 works) · Higher education (3 works) · Pedagogy (3 works) · Political science (3 works)