Instructor Credibility Mediates the Relationship Between Instructor Misbehaviors and Students’ Willingness to Express Academic Performance Concern to Their Instructors

• In Event: Top Papers in Instructional Communication Division

Abstract

This study sought to advance our understanding of the centrality of instructor credibility in the student-instructor relationship. Specifically, we tested nine different mediation models in which the three dimensions of instructor credibility (i.e., competence, caring, and trustworthiness) served as mediators, the three dimensions of instructor misbehaviors (i.e., antagonism, lectures, and articulation) served as the antecedents, and students’ willingness to express academic performance concern to their instructors served as the consequent. The results of correlational analyses and mediation analyses using PROCESS 2.16 largely supported the hypothesized relationships among the variables examined in this study, and our predictions that instructor credibility would mediate the relationship between instructor misbehaviors and students’ willingness to express academic performance concern to their instructors.

Authors

• Daniel Hans Mansson, Penn State Hazleton

• Brandi N Frisby, U of Kentucky

• Robert John Sidelinger, Oakland U

• Members of CAS 204, Penn State Hazleton and Penn State Worthington-Scranton