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Teacher Access and Mentoring Abilities: Predicting the Outcome Value of Extra Class Communication.
- Source :
- Journal of Applied Communication Research; Aug2003, Vol. 31 Issue 3, p260, 16p
- Publication Year :
- 2003
-
Abstract
- Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC. [ABSTRACT FROM AUTHOR]
- Subjects :
- COMMUNICATION
MENTORING
TEACHER-student relationships
Subjects
Details
- Language :
- English
- ISSN :
- 00909882
- Volume :
- 31
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Journal of Applied Communication Research
- Publication Type :
- Academic Journal
- Accession number :
- 10780742
- Full Text :
- https://doi.org/10.1080/00909880305379