Reasons for Student Engagement in Extra-Class Communication

Stacy L. Young, Manuel D. Pulido, Catherine F Brooks

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement.

Original languageEnglish (US)
Pages (from-to)172-177
Number of pages6
JournalCommunication Research Reports
Issue number2
StatePublished - Mar 15 2018


  • Extra-Class Communication
  • Instructional Communication
  • Out-of-Class Communication

ASJC Scopus subject areas

  • Communication


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