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Author McNeill, Stacy A
Title A multivariate analysis of instructor source credibility, student communication apprehension, and learner-centered instructional practices
book jacket
Descript 109 p
Note Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4083
Adviser: Cynthia MacGregor
Thesis (Ed.D.)--University of Missouri - Columbia, 2006
In this study, learner-centered practice was investigated in relation to instructor source credibility and student communication apprehension in college public speaking classes. Data was collected from students in ten sections of public speaking courses at a midsize public university in the Midwest ( N = 169) in the spring of 2006
Significant Pearson correlations were found between the learner-centered practice of establishing positive interpersonal relationships and the source credibility dimension of instructor competence and between all five tested learner-centered practices and the source credibility elements of instructor caring/goodwill and trustworthiness. There were no significant correlations with the practices and student communication apprehension
The multiple linear regression analysis showed establishing positive interpersonal relationships offered significant predictive power toward the source credibility measures of competence, caring/goodwill, and trustworthiness. Also, the learner-centered practice of facilitating the learning process showed significant predictive power toward instructor trustworthiness. As expected, the learner-centered variables did not provide predictive power in relation to student communication apprehension
School code: 0133
Host Item Dissertation Abstracts International 67-11A
Subject Education, Curriculum and Instruction
Education, Higher
Alt Author University of Missouri - Columbia
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