Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages

Autor/inn/en	Young, Laura E.; Horan, Sean M.; Frisby, Brandi N.
Titel	Fair and Square? An Examination of Classroom Justice and Relational Teaching Messages
Quelle	In: Communication Education, 62 (2013) 4, S.333-351 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2013.800216
Schlagwörter	Teacher Student Relationship; Classroom Environment; Justice; Communication Strategies; Student Attitudes; Regression (Statistics); Correlation; Predictor Variables; Likert Scales; Teacher Behavior; Teaching Styles; Undergraduate Students; Private Colleges; College Faculty + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Gerechtigkeit; Kommunikationsstrategie; Schülerverhalten; Regression; Regressionsanalyse; Korrelation; Prädiktor; Likert-Skala; Teacher behaviour; Lehrerverhalten; Lehrstil; Unterrichtsstil; Privathochschule; Fakultät
Abstract	Students and instructors acknowledge the importance of the instructor-student relationship in the classroom. Despite the importance of the instructor-student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader-member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. The response to questions dimension of confirmation positively predicted perceptions of procedural and interactional justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10