The purpose of this teaching experiment was to examine the causal effect of relevant (compared to irrelevant) instructor self-disclosure on student affect and cognitive learning. Undergraduate students (N = 288) were randomly assigned to a 19-minute classroom lecture with an instructor who taught the same lesson but self-disclosed either relevant…

This study examines how different social interdependence structures influence students' perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a…

Teacher emotions are important yet understudied in the classroom. The current study explores how teachers manage their emotions in the classroom. More specifically, we apply the five feeling rules that describe how college instructors' emotional labor performances shape their experiences in the classroom. Through a qualitative theoretical thematic…

We outline critical grief pedagogy as a Mad feminist response to the silencing of loss that often occurs in academic spaces. This pedagogical framework creates openings for students to "break open the bone" of their own and others' losses, particularly through community-engaged learning and research. Using collaborative autoethnography,…

This quasi-experiment examined how incorporating an instructor narrative into teaching augmented students' recall, affect, and sustained attention. One hundred and ninety-four undergraduate students were assigned to one of two teaching conditions in a college classroom: a lecture that included an instructor narrative summarizing the lesson's key…

The results of this study compile convergent validity evidence for the Student Interest Scale and Student Engagement Scale through associations among emotional support, emotion work, student interest, and engagement. Confirmatory factor analysis indicates that the factor structures of the measures are stable, reliable, and valid. The results…

This study investigated the reliability and validity of Myers and colleagues' Classroom Citizenship Behavior scale, as well as the relationship between student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, openness, and communication apprehension) and CCBs. Two hundred and thirteen students completed…

Instructors' use of humor is generally a positive influence on student outcomes. However, examinations of humor have found that specific types of messages may not impact, or may even reverse, its positive effect. Instructional humor processing theory (IHPT) has been used to explain how humor impacts student learning. The current study sought to…

Guided by assumptions from the cognitive-affective theory of learning with media, we conducted a teaching experiment to corroborate past correlational research that suggested instructor misbehaviors, in the form of antagonism toward students, impede students' cognitive learning. Participants were 472 undergraduate students who were randomly…

The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and self-reports of learning outcomes. Participants were 416 undergraduate students enrolled at a large…

Three studies (N = 1119) were conducted to replicate and expand upon Kearney, Plax, Hays, and Ivey's seminal research on instructor misbehaviors. In study 1 (n = 233), a replication of Kearney et al.'s study revealed 43 categories of perceived instructor misbehaviors; 27 of the misbehaviors were originally identified by Kearney et al. and 16 new…

In this study we examined the impact of polite student emails on instructors' motivation to work with students and both their perceptions of students' competence and potential for success. Participants were 125 university instructors exposed to one of five hypothetical emails utilizing various politeness strategies accompanying a special request.…

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

The purpose of this experiment was to test the influence of mixed reviews appearing as computer-mediated word-of-mouth communication (WOM) on student perceptions of instructors (attractiveness and credibility) and attitudes toward learning course content (affective learning and state motivation). Using the heuristic-systematic processing model, it…

This study examined the relationships between instructors and their students, and between students, to determine their roles in building positive relationships and an overall positive classroom environment. Of particular interest was the examination of instructor rapport with students and rapport between students. Students (N = 232) reported on…