TY - JOUR
T1 - Teacher access and mentoring abilities
T2 - Predicting the outcome value of extra class communication
AU - Bippus, Amy M.
AU - Kearney, Patricia
AU - Plax, Timothy G.
AU - Brooks, Catherine F.
PY - 2003/8
Y1 - 2003/8
N2 - 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.
AB - 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.
KW - Extra class communication
KW - Mentoring
KW - Predicted outcome value
KW - Student-faculty interaction
KW - Teacher accessibility
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U2 - 10.1080/00909880305379
DO - 10.1080/00909880305379
M3 - Review article
AN - SCOPUS:0042352672
SN - 0090-9882
VL - 31
SP - 260
EP - 275
JO - Journal of Applied Communication Research
JF - Journal of Applied Communication Research
IS - 3
ER -