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Encouraging Student Sense of Belonging through Instructor Face Support

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Title: Encouraging Student Sense of Belonging through Instructor Face Support
Language: English
Authors: Burk, Nicholas R. (ORCID 0000-0003-1828-6134), Pearson, Amy R. (ORCID 0000-0003-4811-7497)
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
FullText Text:
  Availability: 0
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  Data: Encouraging Student Sense of Belonging through Instructor Face Support
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  Data: <searchLink fieldCode="AR" term="%22Burk%2C+Nicholas+R%2E%22">Burk, Nicholas R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1828-6134">0000-0003-1828-6134</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pearson%2C+Amy+R%2E%22">Pearson, Amy R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4811-7497">0000-0003-4811-7497</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Communication+Pedagogy%22"><i>Journal of Communication Pedagogy</i></searchLink>. 2022 6:214-230.
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  Data: 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/
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  Data: 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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  Data: 2023
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  Data: EJ1368222
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 214
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Group Membership
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Communication Strategies
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Synchronous Communication
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Social Cognition
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      – SubjectFull: Verbal Communication
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      – SubjectFull: Interpersonal Competence
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      – TitleFull: Encouraging Student Sense of Belonging through Instructor Face Support
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