Document Type
Article
Publication Date
2013
Publication Title
Communication Education
DOI
http://dx.doi.org/10.1080/03634523.2013.800216
Abstract
Students and instructors acknowledge the importance of the instructor–student relationship in the classroom. Despite the importance of the instructor–student interpersonal relationship, there can also be unexpected or undesirable outcomes associated with relational teaching. Using the theoretical framework of leader–member exchange, we explored relational teaching messages to understand how they may relate positively or negatively to student perceptions of classroom justice. Participants (N = 124) completed measures about relational communication strategies (i.e., rapport, confirmation, and affinity-seeking) and classroom justice (i.e., procedural, interactional, and distributive). Results indicate the enjoyable interaction dimension of rapport positively predicted perceptions of all three types of justice. The response to questions dimension of confirmation positively predicted perceptions of procedural and interactional justice.
Rights
This is an Accepted Manuscript of an article published by Taylor & Francis in COMMUNICATION EDUCATION on 28 May 2013, available online: http://wwww.tandfonline.com/10.1080/03634523.2013.800216."
Recommended Citation
Young, L. E., Horan, S. M., & Frisby, B.N. (2013). Fair and Square?: An examination of the relationships among classroom justice and relational teaching messages. Communication Education 62 (4). doi: 10.1080/03634523.2013.800216 Available from: digitalcommons.butler.edu/ccom_papers/48/
Notes
This is an Accepted Manuscript of an article published by Taylor & Francis in COMMUNICATION EDUCATION on 28 May 2013, available online: http://wwww.tandfonline.com/10.1080/03634523.2013.800216."