Extending Intergroup Theorizing to the Instructional Context: Testing a Model of Teacher Communication Behaviors, Credibility, Group-Based Categorization, and Instructional Outcomes

• In Event: ICA Plenary Interactive Paper/Poster Session II
  In Interactive Paper Session: Interactive Papers in Intergroup Communication

Abstract

This extended abstract overviews a study that tested a model of intergroup communication in the instructional context. This study used structural equation modeling to examine background homophily and global shared social identity and teacher credibility as potential mediators between teacher communication behaviors and instructional communication outcomes. In terms of teacher credibility, results indicated that teacher credibility was positively associated with learner empowerment and affective learning. Teacher clarity and confirmation behaviors positively predicted perceptions of teacher credibility, while teacher self-disclosure negatively predicted teacher credibility. In terms of teacher communication behaviors, content relevance positively predicted students’ perceptions of background homophily and global shared social identity, but self-disclosure negatively predicted perceptions of background homophily and global shared social identity. In terms of mediation, teacher credibility mediated the relationship among teacher clarity and confirmation to learner empowerment and affective learning. Opportunities for continued research using an intergroup communication lens in educational contexts are offered.

Author

• Angela Hosek, Ohio University