Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibility

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.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Communication Studies

Year dc:date.available

2001

Author dc:creator

• Hellmann, Boris

Contributors dc:contributor

• James C. McCroskey.
• Matthew M. Martin
• Virginia P. Richmond

• Communication
• Educational sociology
• Curriculum development

Identifier

https://researchrepository.wvu.edu/etd/890

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1893