Dissertation/Thesis Abstract

Instructor responses to rhetorical dissent: Student perceptions of justice and classroom outcomes
by Holmgren, Jennifer Linn, M.A., California State University, Long Beach, 2013, 65; 1523170
Abstract (Summary)

In this study I examined the impact of students' perceptions of justice (i.e., distributive, procedural, interactional) in instructors' responses related to rhetorical dissent on students' attitudes, behaviors, and learning in the classroom. Participants were 208 students who reported on their perceptions of instructors' responses, as well as their attitudes, behaviors, and learning following a memorable rhetorical dissent interaction. I hypothesized that students' perceptions of justice would be associated with these outcomes by way of their response satisfaction. The results suggest that students' perceptions of justice in instructors' responses do influence students' response satisfaction and that, when students are more satisfied with instructors' responses, they report higher levels of affect toward the instructors, communication satisfaction, motivation, and affective learning in the courses of the related instructors.

Indexing (document details)
Advisor: Bolkan, San
Commitee: Kearney, Patricia, Plax, Tim
School: California State University, Long Beach
Department: Communication Studies
School Location: United States -- California
Source: MAI 52/01M(E), Masters Abstracts International
Subjects: Educational sociology, Communication, Rhetoric
Keywords: Instructional communication, Justice, Learning, Rhetorical dissent
Publication Number: 1523170
ISBN: 978-1-303-20358-9
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