Student-to-Teacher confirmation: an initial investigation of the types of messages and outcomes

• Zac D. Johnson ^[1]
  1. [1] California State University
• Localización: Southern communication journal, ISSN 1041-794X, Vol. 86, nº 4, 2021, págs. 387-401
• Idioma: inglés
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• Resumen

  • To date, instructional scholars have established how teachers confirm students and how students confirm one another, but have not yet explored how students confirm teachers. Thus, by using a grounded theory approach the current study inductively explored how teachers are made to feel valuable and significant by their students. Collegiate instructors were surveyed (N = 85), and results indicate that there are four categories of student-to-teacher confirmation (i.e., recognition of individuality, acknowledgment of instructional practice, observation of growth, and extrinsic recognition), which are comprised of nine distinct messages. These messages result in a variety of positive outcomes for instructors.