Abstract

This study assessed the relationship between perceived instructor communication behaviors—i.e., communicator style, disclosiveness, and interpersonal solidarity—and classroom learning. It was found that the preceding variables were substantially and positively associated with student affect and behavioral intent, but negatively associated with cognitive learning. Hypothesis one, predicting a linear combination of communicator style and disclosiveness would be significantly related to a linear combination of cognitive, affective, and behavioral learning, was confirmed. Hypothesis two, suggesting interpersonal solidarity would significantly enhance the preceding relationship, was not confirmed at the .05 level.

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