Instructor Credibility as a Mediator of Instructors' Prosocial Communication Behaviors and Students' Learning Outcomes

• In Event: Top Four Papers in Instructional Development

Abstract

This study tested two models of instructor credibility as a potential mediator of instructors’ prosocial communication behaviors (i.e., confirmation, clarity, and nonverbal immediacy) and students’ learning outcomes. Participants included 1,416 undergraduate students. Results of structural equation modeling provided greater support for the relational process model, whereby credibility partially mediated the effects of confirmation and clarity on learning outcomes and fully mediated the effects of nonverbal immediacy.

Authors

• Paul Schrodt, Texas Christian University

• Paul Witt, Texas Christian University

• Paul Turman, South Dakota Board of Regents

• Scott Myers, West Virginia University

• Matthew Barton, Southern Utah University

• Kodiane Jernberg, Texas Christian University