The influence of French instructors’ rhetorical and relational communication on students’ instructional beliefs, behaviors, and perceived learning
Bibliographic Data
| ID | 21539713 |
|---|---|
| Authors | Brandi N Frisby (0000-0003-0123-6560, University of Kentucky, Lexington, USA, corresponding author), Daniel H Mansson (0000-0002-9932-0658, Penn State Hazleton, Hazelton, USA), Caroline Giraudeau (0000-0001-9010-4134, University of Tours, Tours, France) |
| Year | 2024 |
| Volume | 73 |
| Issue | 1 |
| Pages | 46-63 |
| Publication date | 2024-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Communication Education (JOURNAL) |
| Journal identifiers | ISSN: 0363-4523 • E-ISSN: 1479-5795 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03634523.2023.2222005 |
| OpenAlex | W4383375511 |
| Language | EN |
| Citations received | 1 |
| References cited | 51 |
Because most instructional communication research has been conducted within the United States, the purpose of this study was to develop an enhanced understanding of the student–instructor relationship outside the United States using the instructional beliefs model and rhetorical and relational goals theory. Specifically, we examined the effects of perceived instructor rapport and instructor relevance on students’ instructional beliefs (i.e., efficacy and empowerment), behaviors (i.e., participation and expressed academic concern), and perceived cognitive learning (i.e., learning indicators and cognitive learning) in France. Undergraduate and graduate students (N = 565) completed a Qualtrics survey including both self- and other-report instruments in reference to their most recently attended class. The results of multiple and stepwise regression analyses largely supported the hypotheses that student–instructor rapport and perceived instructor relevance have positive effects on students’ instructional beliefs, communication approach behaviors, and perceived learning
Linguistics · Mathematics education · Pedagogy · Rhetorical question · Communication in Education and Healthcare · Humor Studies and Applications · Online and Blended Learning · Psychology · Social Psychology
Translation of scales in cross‐cultural research
Instructor–Student and Student–Student Rapport in the Classroom
Student Participation in the College Classroom
College Student Perceptions of Frequency and Effectiveness of Use of Relevance Strategies
Degrees of ‘eliteness’ in higher education systems
Effectiveness of academic institutional models in Europe
“Learning lords” and “ink in your stomach”
The effects of relevant instructor self-disclosure on student affect and cognitive learning
Making content relevant
Reforms and inequalities in selective fields of higher education in France
Testing the Applicability of the Instructional Beliefs Model across Three Countries
Self-efficacy
Education at a Glance 2021
American and Finnish College Students’ Traits and Interactions with Their Instructors
How Do American, Chinese and French Students Characterize their Teachers’ Communication
Understanding Classroom Interaction
The French evolution
Teachers as social capital agents
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |