{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1795"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1795","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Communication organizational orientations in an instructional setting","abstract":"This study sought to determine if the organizational orientations of upward mobility, ambivalence, and indifference applied to students in the instructional setting. The McCroskey, Richmond, Johnson, and Smith (2004) Organizational Orientation Measure was adapted to a classroom setting to measure student orientations, and then the relationships between student orientations and student perceptions of teacher credibility, teacher nonverbal immediacy, student trait motivation, student state motivation, student beliefs and attitudes toward college, student affective learning, and student cognitive learning. Results indicate upward mobility had significant positive correlations with the dependent variables except cognitive learning while ambivalent and indifferent orientations had significant negative correlations with the dependent variables except cognitive learning.","abstract_html":"This study sought to determine if the organizational orientations of upward mobility, ambivalence, and indifference applied to students in the instructional setting. The McCroskey, Richmond, Johnson, and Smith (2004) Organizational Orientation Measure was adapted to a classroom setting to measure student orientations, and then the relationships between student orientations and student perceptions of teacher credibility, teacher nonverbal immediacy, student trait motivation, student state motivation, student beliefs and attitudes toward college, student affective learning, and student cognitive learning. Results indicate upward mobility had significant positive correlations with the dependent variables except cognitive learning while ambivalent and indifferent orientations had significant negative correlations with the dependent variables except cognitive learning.","abstract_has_math":false,"creators":["Tibbles, David"],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Communication Studies","degree_department":null,"school":null,"contributors":["Virginia P. Richmond.","James C. McCroskey","Keith Weber"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-08-01T07:00:00Z","date_published":"2006-08-01T07:00:00Z","updated_at":"2026-07-24T06:14:53Z","subjects":["Communication","Educational psychology","Personality psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/792"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/792","href":"https://researchrepository.wvu.edu/etd/792","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.792","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Virginia P. Richmond.","James C. 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The McCroskey, Richmond, Johnson, and Smith (2004) Organizational Orientation Measure was adapted to a classroom setting to measure student orientations, and then the relationships between student orientations and student perceptions of teacher credibility, teacher nonverbal immediacy, student trait motivation, student state motivation, student beliefs and attitudes toward college, student affective learning, and student cognitive learning. Results indicate upward mobility had significant positive correlations with the dependent variables except cognitive learning while ambivalent and indifferent orientations had significant negative correlations with the dependent variables except cognitive learning."]},{"key":"dc:title","label":"Title","values":["Communication organizational orientations in an instructional setting"]}]}],"canonical_facts":{"dc:contributor":["Virginia P. Richmond.","James C. McCroskey","Keith Weber"],"dc:creator":["Tibbles, David"],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["This study sought to determine if the organizational orientations of upward mobility, ambivalence, and indifference applied to students in the instructional setting. The McCroskey, Richmond, Johnson, and Smith (2004) Organizational Orientation Measure was adapted to a classroom setting to measure student orientations, and then the relationships between student orientations and student perceptions of teacher credibility, teacher nonverbal immediacy, student trait motivation, student state motivation, student beliefs and attitudes toward college, student affective learning, and student cognitive learning. Results indicate upward mobility had significant positive correlations with the dependent variables except cognitive learning while ambivalent and indifferent orientations had significant negative correlations with the dependent variables except cognitive learning."],"dc:identifier":["https://doi.org/10.33915/etd.792","https://researchrepository.wvu.edu/etd/792"],"dc:subject":["Communication","Educational psychology","Personality psychology"],"dc:title":["Communication organizational orientations in an instructional setting"],"thesis:degree_discipline":["Communication Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:14:53Z"}