{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1893"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1893","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibility","abstract":"This study examined the relationships of perceived teacher-student status as well as their status differential with student learning, teacher evaluation, teacher socio-communicative style, and teacher credibility. It was found that perceived teacher status is a weak predictor of student cognitive and affective learning, teacher evaluation, teacher socio-communicative style and teacher credibility. Students' perception of their own status was also found to be a weak predictor of the learning loss, teacher evaluation as well as teacher competence, and trustworthiness. Moreover, status differential between teacher and student was found to be a weak predictor of student affective learning as well as teacher competence. In general, this study's results show non-linear positive, but weak, relationships of both status and status differential with instructional outcomes. Further implications of these results are discussed.","abstract_html":"This study examined the relationships of perceived teacher-student status as well as their status differential with student learning, teacher evaluation, teacher socio-communicative style, and teacher credibility. It was found that perceived teacher status is a weak predictor of student cognitive and affective learning, teacher evaluation, teacher socio-communicative style and teacher credibility. Students' perception of their own status was also found to be a weak predictor of the learning loss, teacher evaluation as well as teacher competence, and trustworthiness. Moreover, status differential between teacher and student was found to be a weak predictor of student affective learning as well as teacher competence. In general, this study's results show non-linear positive, but weak, relationships of both status and status differential with instructional outcomes. Further implications of these results are discussed.","abstract_has_math":false,"creators":["Hellmann, Boris"],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Communication Studies","degree_department":null,"school":null,"contributors":["James C. McCroskey.","Matthew M. Martin","Virginia P. Richmond"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-05-01T07:00:00Z","date_published":"2001-05-01T07:00:00Z","updated_at":"2026-07-24T06:15:01Z","subjects":["Communication","Educational sociology","Curriculum development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/890"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/890","href":"https://researchrepository.wvu.edu/etd/890","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.890","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James C. McCroskey.","Matthew M. Martin","Virginia P. 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It was found that perceived teacher status is a weak predictor of student cognitive and affective learning, teacher evaluation, teacher socio-communicative style and teacher credibility. Students' perception of their own status was also found to be a weak predictor of the learning loss, teacher evaluation as well as teacher competence, and trustworthiness. Moreover, status differential between teacher and student was found to be a weak predictor of student affective learning as well as teacher competence. In general, this study's results show non-linear positive, but weak, relationships of both status and status differential with instructional outcomes. Further implications of these results are discussed."]},{"key":"dc:title","label":"Title","values":["Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibility"]}]}],"canonical_facts":{"dc:contributor":["James C. McCroskey.","Matthew M. 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In general, this study's results show non-linear positive, but weak, relationships of both status and status differential with instructional outcomes. Further implications of these results are discussed."],"dc:identifier":["https://doi.org/10.33915/etd.890","https://researchrepository.wvu.edu/etd/890"],"dc:subject":["Communication","Educational sociology","Curriculum development"],"dc:title":["Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibility"],"thesis:degree_discipline":["Communication Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:15:01Z"}