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Amber N. Finn
Researcher at Texas Christian University
Publications - 21
Citations - 589
Amber N. Finn is an academic researcher from Texas Christian University. The author has contributed to research in topics: Anxiety & Credibility. The author has an hindex of 13, co-authored 21 publications receiving 516 citations. Previous affiliations of Amber N. Finn include Mountain View College & Navarro College.
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A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes
TL;DR: In this paper, a meta-analysis of 51 studies examining the associations among teacher credibility, teacher behaviors, and student outcomes is presented. But, the results highlight the unique contributions of perceived caring to the teacher credibility construct, as well as the meaningful role that teacher credibility plays in student outcomes.
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Teacher Power Mediates the Effects of Technology Policies on Teacher Credibility
TL;DR: This paper examined the relationship between perceived technology policies and perceived teacher credibility, as well as the extent to which teachers' use of power bases mediates this association, concluding that instructors should have clear technology policies in place, regardless whether the policies permit or restrict wireless communication technology in the classroom.
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Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment.
Amber N. Finn,Paul Schrodt +1 more
TL;DR: This paper examined students' perceived understanding as a mediator of the relationship between student perceptions of teacher clarity, nonverbal immediacy cues, and learner empowerment (i.e., meaningfulness, competence, and impact).
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Examining the Effect of Exposure Therapy on Public Speaking State Anxiety
TL;DR: This article examined the effect of repeated exposure to audiences as a strategy for creating habituation during public speaking performances in the basic communication course and found that repeated exposure can increase confidence in novice speakers.
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Teacher Technology Policies and Online Communication Apprehension as Predictors of Learner Empowerment
TL;DR: In this paper, the authors investigated the relationship between instructor technology use policies and learner empowerment, and found that learners' empowerment would be highest when instructors moderately encourage course-relevant technology use and moderately discourage nonrelevant use.