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A First Look At Communication Theory

Following the recent special issue in Frontiers in Psychology, entitled "The Role of Teacher Interpersonal Variables in Students' Academic Engagement, Success, and Motivation," calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

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A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

We examined gender differences in helicopter parenting and emerging adults’ well-being through the basic psychological needs of autonomy, competence, and relatedness. Based on gender congruence theory, we hypothesized that daughters’ well-being would be more adversely impacted by their mothers’ helicopter parenting compared to fathers’, while the opposite pattern would emerge for sons. Participants were 446 college students between 18–25 years old who completed an online survey. The majority of participants were white, female, underclassman from middle to upper-middle class families. Participants reported that their mothers engaged in more helicopter parenting than their fathers. Male and female participants did not differ in the amount of helicopter parenting they experienced, so we tested a model combining these sub-samples. Two minor differences were identified: Daughters reported maternal helicopter parenting was more strongly associated with decreased autonomy and sons reported paternal helicopter parenting was more strongly associated with a decreased relatedness. Thus, a partial equivalence model was tested with only these two paths free to vary between groups. Maternal helicopter parenting was indirectly associated with their children’s reduced well-being on all three measures (i.e., anxiety, depression, and satisfaction with life) through a reduced sense of autonomy and competence. Paternal helicopter parenting was only indirectly associated with their offspring’s well-being through autonomy. Results supported prior research suggesting helicopter parenting adversely affects emerging adults’ well-being through its negative impact on the basic psychological needs of self-determination. There was limited support for gender differences in the impact of helicopter parenting on emerging adults.

The Effects of Maternal and Paternal Helicopter Parenting on the Self-determination and Well-being of Emerging Adults

Mobile phones, television, internet services, games, and social media offer diverse and numerous opportunities for coping with stress in everyday life Different disciplines have contributed to ans

https://journals.sagepub.com/doi/pdf/10.1177/0093650220939778

Using Media for Coping: A Scoping Review

Thinking about theory

Overparenting occurs when parents engage in developmentally inappropriate involvement in their children’s lives. This topic is salient in the context of young adults attending college, as this deve...

Young Adult and Parent Perceptions of Facilitation: Associations with Overparenting, Family Functioning, and Student Adjustment

The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior.

Theory of planned behavior in the classroom: An examination of the instructor confirmation-interaction model

Interpersonal Communication and Coping with Cancer: A Multidisciplinary Theoretical Review of the Literature

Guided by self-determination theory, the aim of this study was to examine whether adolescents' autonomous motivation for making healthy diet choices mediates the association between parenting practices regarding diet and adolescent food choices. We analyzed data from the NCI FLASHE study, a survey of demographically diverse parents and their adolescent children (N = 1,646 dyads). Path models supported self-determination theory's assertion that indirect, encouraging parenting practices fostered internal motivation; in contrast, regulation was both positively and negatively linked to motivation depending on the model. Models also yielded direct paths between parenting practices and healthy and unhealthy diet choices. Overall, regardless of what predicted motivation, adolescents' autonomous motivation was linked with their consumption of healthier foods and drinks. As such, cultivating a sense of internal motivation during these formative years may put young people on a path toward healthy patterns of self-regulation later in life.

Parenting Practices, Autonomous Motivation, and Adolescent Diet Habits.

The aim of this study was to examine nursing assistants' perspectives of their role in the nursing home resident experience. Recent efforts to improve nursing home quality are focused on providing person-centered care and improving the resident experience. However, the literature on nursing home quality lacks the perspective and experiences of nursing assistants themselves, despite their crucial role in the resident experience. Semistructured interviews were conducted with 25 nursing assistants from 17 organizations and seven states. Data were analyzed using an interpretive approach that identified relevant codes and themes. Respondents perceived that they play a pivotal role in the resident experience by providing choices, communicating important information, comforting, and living within the daily reality of cognitively impaired residents. Nursing assistants' challenges included using non-verbal communication, balancing personal care while maintaining boundaries, and dealing with a perceived lack of trust. Nursing assistants are integral to interpersonal engagement with residents and relationship-based activities, such as communication, caring, and protecting. Increased nursing assistant input into programs and policies to improve the resident experience is warranted. Quality assessment should incorporate direct input from residents and nursing assistants regarding person-centered care.

Kristen L. Farris

Papers

Young Adult and Parent Perceptions of Facilitation: Associations with Overparenting, Family Functioning, and Student Adjustment

Theory of planned behavior in the classroom: An examination of the instructor confirmation-interaction model

Interpersonal Communication and Coping with Cancer: A Multidisciplinary Theoretical Review of the Literature

Parenting Practices, Autonomous Motivation, and Adolescent Diet Habits.

Nursing assistants' perceptions of their role in the resident experience