The following study investigates students’ perceptions of the differences between traditional and nontraditional graduate teaching associates (GTAs) with a specific focus on how a GTAs status and socio-communicative style influences students’ perceptions of credibility, homophily, affect toward the course content, the instructor, and motivation to attend class. Participants for this study were gathered from a state university in southern California via the researcher’s professional network. Three hundred and forty seven students responded to an online questionnaire after being randomly assigned to read one of eight written descriptions of a GTA. Multivariate and univariate analyses of the data were analyzed, and results indicated statistically significant main and interaction effects between variables, with the caring dimension of credibility accounting for the largest percent of the variance. Interpretation of the results reveals that students do perceive distinct differences between traditional and nontraditional GTAs and their particular communicative style. The results also indicate that students generally perceive highly assertive, highly responsive traditional GTAs to be more caring and trustworthy, and highly assertive highly responsive nontraditional GTAs to be more competent. Both traditional and nontraditional GTAs perceived to have a competent communicative style are far more likely to increase student affect and motivation. Directions for future research and implications for GTA training are discussed.
|Advisor:||Teven, Jason J.|
|Commitee:||Matz, S. Irene, Ruud, Gary|
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||MAI 81/2(E), Masters Abstracts International|
|Subjects:||Communication, Teacher education, Higher education|
|Keywords:||Affect, GTA, Nontraditional, Source credibility, Teacher training|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be