Teacher friendliness and student learning

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dc.contributor.authorHamada, Michele M.
dc.date.accessioned2016-03-09T19:37:57Z
dc.date.available2016-03-09T19:37:57Z
dc.date.issued2011-05
dc.description.abstractThe purpose of this study was to investigate the relationship between instructor friendliness and student learning. Although students tend to rate friendly instructors as more effective than less friendly instructors, whether teacher friendliness impacts student learning remains unclear. The theory of communicative responsibility was used to further explain the relationship between teacher friendliness and student learning as well as help to reconcile the previous findings. Instructor friendliness was predicted to increase perceptions of common ground and influence judgments of communicative responsibility. And as students increase their perception of personal communicative responsibility, they should engage in behaviors that promote student learning. As predicted, as perceptions of instructor friendliness increased, perceptions of homophily, communicative responsibility, and affective learning increased. In addition, the more students felt responsible for their learning in the classroom, the more students reported experiencing cognitive learning. This study provides support for the notion that instructor friendliness is related to student perceptions of learning and might help contribute to theory building about learning.
dc.description.degreeM.A.
dc.identifier.urihttp://hdl.handle.net/10125/101793
dc.languageeng
dc.publisherUniversity of Hawaii at Manoa
dc.relationTheses for the degree of Master of Arts (University of Hawaii at Manoa). Speech.
dc.subjectInstructor friendliness
dc.subjectcommunicative responsibility
dc.subjectstudent learning
dc.titleTeacher friendliness and student learning
dc.typeThesis
dc.type.dcmiText

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