Based on linear models, this study demonstrated that the psychological and social structures of the classroom, viewed as a naturalistic human system, impact learning outcomes. To operationalize learning outcomes, final grades in the course and a subject self report scale tapping perceptions of utility of material taught were used. The social and psychological structures of the classroom-as-a-human-system were operationalized through the following variables: the degree of social integration of each student, based on network analytic procedures; communication apprehension of students; dimensions of perceived credibility of instructors; dimensions of interpersonal attraction to instructors; perceived satisfaction with task demands of the course; and adjusted orientation to communication, based on communication apprehension scores and network data. Data were obtained from five sections of a multi-section communication course of a large state institution of higher learning in the southwestern region of the United States. Differences in sex were not found.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc331931 |
| Date | 12 1900 |
| Creators | Cook, John A. (John Acklee) |
| Contributors | Rollins, Forrest L., Hurt, H. Thomas, McCallon, Earl L., Martin, B. E. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 112 leaves : ill., Text |
| Rights | Public, Cook, John A. (John Acklee), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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