Instructor Accounts and Sincere Amends Following Integrity- and Competence-Based Misbehavior

Autor/in	Vallade, Jessalyn I.
Titel	Instructor Accounts and Sincere Amends Following Integrity- and Competence-Based Misbehavior
Quelle	In: Communication Education, 70 (2021) 1, S.71-91 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2020.1788105
Schlagwörter	Teacher Behavior; Integrity; Student Attitudes; Teacher Competencies; Teacher Effectiveness; Student Experience; Interpersonal Communication; Responses; Teacher Student Relationship; Incidence; College Students; College Faculty; Course Selection (Students) + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Integrität; Schülerverhalten; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Studienerfahrung; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorkommen; Collegestudent; Fakultät; Course selection; Student; Students; Kurswahl
Abstract	The purpose of this study was to investigate instructor messages following perceived misbehavior, as well as students' desired communication. Specifically, this study extends literature on accounts and sincere amends into the college classroom. Student descriptions of actual and desired instructor responses suggest that instructors most often disregard misbehaviors, while students most often desire apologies and/or offers of compensation. Students wanted compensation following competence-based misbehaviors and apologies following integrity-based misbehaviors. Competence-based misbehaviors were viewed as less severe than integrity-based misbehaviors and were more likely to be followed by sincere amends. Students were more likely to enroll in future classes with an instructor who utilized sincere amends messages. Practical implications for instructor communication and teacher training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01