Teacher access and mentoring abilities: Predicting the outcome value of extra class communication

Amy M. Bippus, Patricia Kearney, Timothy G. Plax, Catherine F. Brooks

Research output: Contribution to journalReview articlepeer-review

40 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)260-275
Number of pages16
JournalJournal of Applied Communication Research
Issue number3
StatePublished - Aug 2003


  • Extra class communication
  • Mentoring
  • Predicted outcome value
  • Student-faculty interaction
  • Teacher accessibility

ASJC Scopus subject areas

  • Communication
  • Language and Linguistics


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