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 journalArticle

35 Citations (Scopus)

Abstract

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
Volume31
Issue number3
DOIs
StatePublished - Aug 2003
Externally publishedYes

Fingerprint

mentoring
Students
communication
Communication
ability
teacher
Values
student
career
value theory
rating
Mentoring
Extra-class Communication
regression
Accessibility

Keywords

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

ASJC Scopus subject areas

  • Communication
  • Language and Linguistics

Cite this

Teacher access and mentoring abilities : Predicting the outcome value of extra class communication. / Bippus, Amy M.; Kearney, Patricia; Plax, Timothy G.; Brooks, Catherine F.

In: Journal of Applied Communication Research, Vol. 31, No. 3, 08.2003, p. 260-275.

Research output: Contribution to journalArticle

@article{affabcfc820146e4a0c5a8bc026018c1,
title = "Teacher access and mentoring abilities: Predicting the outcome value of extra class communication",
abstract = "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.",
keywords = "Extra class communication, Mentoring, Predicted outcome value, Student-faculty interaction, Teacher accessibility",
author = "Bippus, {Amy M.} and Patricia Kearney and Plax, {Timothy G.} and Brooks, {Catherine F}",
year = "2003",
month = "8",
doi = "10.1080/00909880305379",
language = "English (US)",
volume = "31",
pages = "260--275",
journal = "Journal of Applied Communication Research",
issn = "0090-9882",
publisher = "Routledge",
number = "3",

}

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

UR - http://www.scopus.com/inward/record.url?scp=0042352672&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0042352672&partnerID=8YFLogxK

U2 - 10.1080/00909880305379

DO - 10.1080/00909880305379

M3 - Article

AN - SCOPUS:0042352672

VL - 31

SP - 260

EP - 275

JO - Journal of Applied Communication Research

JF - Journal of Applied Communication Research

SN - 0090-9882

IS - 3

ER -