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The empirical m o del test e d in this study examined the effects of teacher communi c a t i o n style (as p erceived by e ither teachers or students) on students' affect and b e h a v ­ ioral commitment in c o l lege classes. Additionally, the model p o s ited a m e diational func t i o n for t e a c h e r s ’ and st u ­ dents' trait and state c o m m u n i c a t i o n apprehension for p e r ­ ceptions of teacher style, affect, and behavioral commitment.