Semester
Spring
Date of Graduation
2001
Document Type
Thesis
Degree Type
MA
College
Eberly College of Arts and Sciences
Department
Communication Studies
Committee Chair
James C. McCroskey.
Committee Co-Chair
Matthew M. Martin
Committee Member
Virginia P. Richmond
Abstract
This study examined the relationships of perceived teacher-student status as well as their status differential with student learning, teacher evaluation, teacher socio-communicative style, and teacher credibility. It was found that perceived teacher status is a weak predictor of student cognitive and affective learning, teacher evaluation, teacher socio-communicative style and teacher credibility. Students' perception of their own status was also found to be a weak predictor of the learning loss, teacher evaluation as well as teacher competence, and trustworthiness. Moreover, status differential between teacher and student was found to be a weak predictor of student affective learning as well as teacher competence. In general, this study's results show non-linear positive, but weak, relationships of both status and status differential with instructional outcomes. Further implications of these results are discussed.
Recommended Citation
Hellmann, Boris, "Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibility" (2001). Graduate Theses, Dissertations, and Problem Reports. 890.
https://researchrepository.wvu.edu/etd/890
