Zac D Johnson
Biographic Data
| ID | 6516251 |
|---|---|
| NAME | Zac D Johnson |
| GIVEN NAMES | Zac D |
| FAMILY NAME | Johnson |
| SIGNATURE | JOHNSON Z D |
| AFFILIATIONS | California State University, Fullerton |
| ORCID | 0000-0003-3755-7323 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using the Theory of Planned Behavior in Considering the Efficacy of Encountering Concussion Intervention Materials Online
This study employs the theory of planned behavior (TPB) to consider the efficacy of sport-related concussion (SRC) education materials among collegiate club sport athletes. In particular, variations in the targeted behavior (i.e. self-reporting SRC symptoms or other reporting SRC signs in teammates), format (i.e. digital text or video), and the presence of a personal narrative were considered. Data obtained from 443 club sport athletes in contact…
Student-to-Teacher confirmation
Student-to-teacher confirmation represents one of only a few instructor-centric variables in the canon of research on communication and instruction. Despite having previously been explicated no instrument exists to measure student-to-teacher confirmation. Thus, two studies were conducted in line with best practices of scale development. Study 1 established a stable factor structure from an initial item pool of 87 statements. Study 2 validated tha…
An analysis of transformative leadership impact on the students’ emotions and perceived cognitive learning
This study utilized Emotional Response Theory to explore teachers’ embodiment of transformational leadership. Specifically, we explored how transformational leadership may be related to student emotions and their perceptions of learning. Results indicated that when students experience transformational leadership from their teachers their emotions are influenced. Transformational leadership demonstrated direct effects on student perceptions of lea…
Longitudinal trajectories of student-to-student confirmation and autonomous motivation throughout a college semester
Guided by confirmation theory and self-determination theory, we conducted a longitudinal exploration of college students’ (N = 400) experiences of student-to-student confirmation and their autonomous motivation to learn throughout a 16-week semester. Results of a multivariate latent growth curve analysis suggested that students who received more confirmation at the beginning of the semester also started with greater autonomous motivation; however…
Student-to-student confirmation
Research on student-to-student communication continues to grow into a robust area of scholarship for instructional communication researchers. The following essay reviews work on student-to-student confirmation and offers distinct recommendations for researchers to advance this area of scholarship. These recommendations include exploring the ways that student-to-student confirmation relates to emerging constructs of interest in the instructional c…
Death walks into a bar
Although scholars note advantages and disadvantages to using humor and profanity, influential leaders in the Death Positive Movement (DPM) use both message features to motivate end-of-life (EOL) advance care planning (ACP). Through the lens of expectancy violations theory (EVT), this study examined relationships between perceived humor, profanity in messages, trait profanity use in receivers, perceived offensiveness, perceived speaker effectivene…
Youth hockey parents fear of injury and concussion
In accordance with concepts forwarded by the Extended Parallel Process Model fear of injuries and concussions were explored among youth hockey parents. Specifically, credibility and parental coach satisfaction were considered as other potential explanatory factors within the framework of EPPM. Results indicate that coach credibility and coach satisfaction are unrelated to fear associated with injuries and concussions. The caring and trustworthy d…
Missing data and careless responses
Profiles of achievement motivation and instructional dissent
We integrated perspectives from achievement goal theory and expectancy-value theory to investigate how undergraduate students’ (N = 475) achievement motivation might influence their instructional dissent. A latent profile analysis of students’ achievement goals, performance self-efficacy, task value, and perceived cost revealed four distinct subgroups of students characterized by differences in their achievement motivation. Students between these…
Teacher authenticity in the college classroom
The purpose of the current investigation is to examine the self-reported messages and behaviors teachers enact to demonstrate their (in)authentic selves to students. Using a thematic analysis of open-ended survey responses from 51 collegiate instructors, results indicate that teachers demonstrate authenticity through openness and a growth mindset. Further, instructors were motivated to be authentic for four reasons: modeling humility, connection,…
Outreach within
Instructional communication researchers have long argued for the application of our work to extend beyond the classroom (see Kearney, 2008). While applying our work outside of higher education is i
From student-to-student confirmation to students’ self-determination
In the current study, we applied self-determination theory within a cross-sectional research design to test a latent variable model in order to explore how peer relationships in the classroom might impact students’ autonomous motivation. Using a sample of 342 U.S. college students, we investigated how student-to-student confirmation might indirectly influence students’ intrinsic motivation to learn through the satisfaction of their basic psycholo…
The relationship of student-to-student confirmation in the classroom to college students’ mental health and well-being
The purpose of this study was to examine the impact of student-to-student confirmation on college students’ self-reported mental health and well-being. It was proposed that confirming messages work to reduce indicators of mental illness (i.e., depression, stress, and anxiety), which in turn affect students’ mental health (i.e., psychological well-being). College students (N = 412) completed a survey questionnaire. Results of correlational and med…
Detrimental to the Team Dynamic”
To properly manage college student-athlete dissent, stakeholders (e.g., coaches, teammates, administration, athletic trainers, etc.) must first recognize the situations that cause athletes to dissent. Although athletic dissent is not a new concept, to date, it has only been examined at the high school level. To fill this gap, this study begins to explore this issue at the college level by examining the triggering agents that cause college student…
Confirmation in the college classroom
The purpose of this investigation was to examine the relationships between teachers’ confirmation of students and student-to-student confirmation. Survey results (N = 332) indicate that the interactive teaching-style dimension of teacher confirmation is associated with all three dimensions of student-to-student confirmation. The responding to student questions dimension of teacher confirmation was not related to any student-to-student confirmatio…
The relationship of student-to-student confirmation and student engagement
The purpose of this study was to examine the relationship between student-to-student confirmation messages and engagement in a course. Students’ reception of confirming messages was not related to silent in class behaviors. The results of this study have implications for the growing body of research on student communication in the college classroom, as well as practical implications for teachers looking to increase students’ engagement in a cours…
The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation
This study highlights Latino/a first-generation students by investigating the associations of stress, depression, and social isolation with family and friend social support in their college experiences. Using random sampling, nine-hundred and seven ( N = 907) Latino/a first-generation students participated in this study. Results indicated family social support is negatively associated with stress and depression, social support from friends is neg…
Internationalizing Communication Curriculum
The base of relational communication curriculum is Eurocentric. Given the importance of global citizenship and cross-, as well as, inter- cultural communication competencies the following paper outlines the importance of internationalizing relational communication curriculum. Specifically, student pairs select a relational theory or concept and examine the current literature and knowledge base surrounding this topic. Then these pairs work to find…
The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation
This study highlights Latino/a first-generation students by investigating the associations of stress, depression, and social isolation with family and friend social support in their college experiences. Using random sampling, nine-hundred and seven ( N = 907) Latino/a first-generation students participated in this study. Results indicated family social support is negatively associated with stress and depression, social support from friends is neg…
Detrimental to the Team Dynamic”
To properly manage college student-athlete dissent, stakeholders (e.g., coaches, teammates, administration, athletic trainers, etc.) must first recognize the situations that cause athletes to dissent. Although athletic dissent is not a new concept, to date, it has only been examined at the high school level. To fill this gap, this study begins to explore this issue at the college level by examining the triggering agents that cause college student…
Internationalizing Communication Curriculum
The base of relational communication curriculum is Eurocentric. Given the importance of global citizenship and cross-, as well as, inter- cultural communication competencies the following paper outlines the importance of internationalizing relational communication curriculum. Specifically, student pairs select a relational theory or concept and examine the current literature and knowledge base surrounding this topic. Then these pairs work to find…
Confirmation in the college classroom
The purpose of this investigation was to examine the relationships between teachers’ confirmation of students and student-to-student confirmation. Survey results (N = 332) indicate that the interactive teaching-style dimension of teacher confirmation is associated with all three dimensions of student-to-student confirmation. The responding to student questions dimension of teacher confirmation was not related to any student-to-student confirmatio…
The relationship of student-to-student confirmation and student engagement
The purpose of this study was to examine the relationship between student-to-student confirmation messages and engagement in a course. Students’ reception of confirming messages was not related to silent in class behaviors. The results of this study have implications for the growing body of research on student communication in the college classroom, as well as practical implications for teachers looking to increase students’ engagement in a cours…
The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation
This study highlights Latino/a first-generation students by investigating the associations of stress, depression, and social isolation with family and friend social support in their college experiences. Using random sampling, nine-hundred and seven ( N = 907) Latino/a first-generation students participated in this study. Results indicated family social support is negatively associated with stress and depression, social support from friends is neg…
From student-to-student confirmation to students’ self-determination
In the current study, we applied self-determination theory within a cross-sectional research design to test a latent variable model in order to explore how peer relationships in the classroom might impact students’ autonomous motivation. Using a sample of 342 U.S. college students, we investigated how student-to-student confirmation might indirectly influence students’ intrinsic motivation to learn through the satisfaction of their basic psycholo…
The relationship of student-to-student confirmation in the classroom to college students’ mental health and well-being
The purpose of this study was to examine the impact of student-to-student confirmation on college students’ self-reported mental health and well-being. It was proposed that confirming messages work to reduce indicators of mental illness (i.e., depression, stress, and anxiety), which in turn affect students’ mental health (i.e., psychological well-being). College students (N = 412) completed a survey questionnaire. Results of correlational and med…
Detrimental to the Team Dynamic”
To properly manage college student-athlete dissent, stakeholders (e.g., coaches, teammates, administration, athletic trainers, etc.) must first recognize the situations that cause athletes to dissent. Although athletic dissent is not a new concept, to date, it has only been examined at the high school level. To fill this gap, this study begins to explore this issue at the college level by examining the triggering agents that cause college student…
Youth hockey parents fear of injury and concussion
In accordance with concepts forwarded by the Extended Parallel Process Model fear of injuries and concussions were explored among youth hockey parents. Specifically, credibility and parental coach satisfaction were considered as other potential explanatory factors within the framework of EPPM. Results indicate that coach credibility and coach satisfaction are unrelated to fear associated with injuries and concussions. The caring and trustworthy d…
Missing data and careless responses
Profiles of achievement motivation and instructional dissent
We integrated perspectives from achievement goal theory and expectancy-value theory to investigate how undergraduate students’ (N = 475) achievement motivation might influence their instructional dissent. A latent profile analysis of students’ achievement goals, performance self-efficacy, task value, and perceived cost revealed four distinct subgroups of students characterized by differences in their achievement motivation. Students between these…
Teacher authenticity in the college classroom
The purpose of the current investigation is to examine the self-reported messages and behaviors teachers enact to demonstrate their (in)authentic selves to students. Using a thematic analysis of open-ended survey responses from 51 collegiate instructors, results indicate that teachers demonstrate authenticity through openness and a growth mindset. Further, instructors were motivated to be authentic for four reasons: modeling humility, connection,…
Outreach within
Instructional communication researchers have long argued for the application of our work to extend beyond the classroom (see Kearney, 2008). While applying our work outside of higher education is i
Student-to-student confirmation
Research on student-to-student communication continues to grow into a robust area of scholarship for instructional communication researchers. The following essay reviews work on student-to-student confirmation and offers distinct recommendations for researchers to advance this area of scholarship. These recommendations include exploring the ways that student-to-student confirmation relates to emerging constructs of interest in the instructional c…
Death walks into a bar
Although scholars note advantages and disadvantages to using humor and profanity, influential leaders in the Death Positive Movement (DPM) use both message features to motivate end-of-life (EOL) advance care planning (ACP). Through the lens of expectancy violations theory (EVT), this study examined relationships between perceived humor, profanity in messages, trait profanity use in receivers, perceived offensiveness, perceived speaker effectivene…
An analysis of transformative leadership impact on the students’ emotions and perceived cognitive learning
This study utilized Emotional Response Theory to explore teachers’ embodiment of transformational leadership. Specifically, we explored how transformational leadership may be related to student emotions and their perceptions of learning. Results indicated that when students experience transformational leadership from their teachers their emotions are influenced. Transformational leadership demonstrated direct effects on student perceptions of lea…
Longitudinal trajectories of student-to-student confirmation and autonomous motivation throughout a college semester
Guided by confirmation theory and self-determination theory, we conducted a longitudinal exploration of college students’ (N = 400) experiences of student-to-student confirmation and their autonomous motivation to learn throughout a 16-week semester. Results of a multivariate latent growth curve analysis suggested that students who received more confirmation at the beginning of the semester also started with greater autonomous motivation; however…
Using the Theory of Planned Behavior in Considering the Efficacy of Encountering Concussion Intervention Materials Online
This study employs the theory of planned behavior (TPB) to consider the efficacy of sport-related concussion (SRC) education materials among collegiate club sport athletes. In particular, variations in the targeted behavior (i.e. self-reporting SRC symptoms or other reporting SRC signs in teammates), format (i.e. digital text or video), and the presence of a personal narrative were considered. Data obtained from 443 club sport athletes in contact…
Student-to-Teacher confirmation
Student-to-teacher confirmation represents one of only a few instructor-centric variables in the canon of research on communication and instruction. Despite having previously been explicated no instrument exists to measure student-to-teacher confirmation. Thus, two studies were conducted in line with best practices of scale development. Study 1 established a stable factor structure from an initial item pool of 87 statements. Study 2 validated tha…
Psychology (17 works) · Communication in Education and Healthcare (15 works) · Social Psychology (9 works) · Mathematics education (7 works) · Pedagogy (6 works) · Clinical Psychology (4 works) · Medicine (4 works) · Political science (4 works) · Rhetoric and Communication Studies (4 works) · Sociology (4 works)