Encouraging Student Sense of Belonging through Instructor Face Support
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| Title: | Encouraging Student Sense of Belonging through Instructor Face Support |
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| Language: | English |
| Authors: | Burk, Nicholas R. (ORCID |
| Source: | Journal of Communication Pedagogy. 2022 6:214-230. |
| Availability: | Central States Communication Association. University of Montevallo, Department of Communication, 75 College Drive, Station 6625, Montevallo, AL 35115. e-mail: csca.ed@gmail.com; Web site: https://scholarworks.wmich.edu/jcp/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, College Faculty, Group Membership, Interpersonal Relationship, Communication Strategies, Classroom Communication, Learner Engagement, Synchronous Communication, Feedback (Response), Teacher Student Relationship, Social Cognition, Verbal Communication, Interpersonal Competence, Interpersonal Communication, Academic Persistence |
| ISSN: | 2640-4524 2578-2568 |
| Abstract: | Research has established important links between student sense of belonging in the classroom and levels of academic engagement, motivation, and persistence (e.g., Jang et al., 2016; Reeve, 2012) yet more work is needed to identify specific teacher communication tactics and strategies that can foster sense of belonging and increased engagement. Using a conceptual framework centered on organizational identification, we surveyed 172 undergraduates and found that instructor interpersonal skills--specifically face support during student feedback--significantly correlated with increased class identification and sense of belonging. These results hold important implications for promoting student engagement, motivation, and persistence, particularly for underrepresented students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1368222 |
| Database: | ERIC |
| Abstract: | Research has established important links between student sense of belonging in the classroom and levels of academic engagement, motivation, and persistence (e.g., Jang et al., 2016; Reeve, 2012) yet more work is needed to identify specific teacher communication tactics and strategies that can foster sense of belonging and increased engagement. Using a conceptual framework centered on organizational identification, we surveyed 172 undergraduates and found that instructor interpersonal skills--specifically face support during student feedback--significantly correlated with increased class identification and sense of belonging. These results hold important implications for promoting student engagement, motivation, and persistence, particularly for underrepresented students. |
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| ISSN: | 2640-4524 2578-2568 |
