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Scott A. Myers
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The effect of teacher confirmation on student communication and learning outcomes
AK Goodboy, SA Myers
Communication Education 57 (2), 153-179, 2008
3002008
Students’ motives for communicating with their instructors
MM Martin, SA Myers, TP Mottet
Communication Education 48 (2), 155-164, 1999
2571999
Student perceptions of instructor immediacy in conventional and distributed learning classrooms
FA Freitas, SA Myers, TA Avtgis
Communication Education 47 (4), 366-372, 1998
2171998
The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication
SA Myers
Communication Reports 17 (2), 129-137, 2004
2092004
Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation
SA Myers, KA Rocca
Western Journal of Communication (Includes Communication Reports) 65 (2 …, 2001
1932001
Argument and verbal aggression in constructive and destructive family and organizational disagreements
DA Infante, SA Myers, RA Buerkel
Western Journal of Communication (Includes Communication Reports) 58 (2), 73-84, 1994
1861994
Two meta-analyses exploring the relationship between teacher clarity and student learning
S Titsworth, JP Mazer, AK Goodboy, S Bolkan, SA Myers
Communication Education 64 (4), 385-418, 2015
1742015
Perceived aggressive instructor communication and student state motivation, learning, and satisfaction
SA Myers
Communication Reports 15 (2), 113-121, 2002
1642002
College students' perceptions of how instructors establish and enhance credibility through self-disclosure
SA Myers, M Brann, Members of Comm 600
Qualitative research reports in communication 10 (1), 9-16, 2009
1592009
Students' motives for communicating with their instructors: Considering instructor socio-communicative style, student socio-communicative orientation, and student gender
S Myers, M Martin, T Mottet
Communication Education 51 (2), 121-133, 2002
1532002
Instructor immediacy in the Chinese college classroom
SA Myers, M Zhong, S Guan
Communication Studies 49 (3), 240-254, 1998
1461998
Students' motives for communicating with their instructors and affective and cognitive learning
MM Martin, TP Mottet, SA Myers
Psychological Reports 87 (3), 830-834, 2000
1452000
The relationship between perceived instructor aggressive communication and college student involvement
SA Myers, C Edwards, ST Wahl, MM Martin
Communication Education 56 (4), 495-508, 2007
1442007
Perceived instructor credibility and verbal aggressiveness in the college classroom
SA Myers
Communication Research Reports 18 (4), 354-364, 2001
1392001
Instructor credibility as a mediator of instructors’ prosocial communication behaviors and students’ learning outcomes
P Schrodt, PL Witt, PD Turman, SA Myers, MH Barton, KA Jernberg
Communication Education 58 (3), 350-371, 2009
1352009
Using mentoring enactment theory to explore the doctoral student–advisor mentoring relationship
DH Mansson, SA Myers
Communication Education 61 (4), 309-334, 2012
1292012
Learner empowerment and teacher evaluations as functions of teacher power use in the college classroom
P Schrodt, PL Witt, SA Myers, PD Turman, MH Barton, KA Jernberg
Communication Education 57 (2), 180-200, 2008
1252008
College student learning, motivation, and satisfaction as a function of effective instructor communication behaviors
SA Myers, AK Goodboy, Members of Comm 600
Southern Communication Journal 79 (1), 14-26, 2014
1202014
Relationships among perceived instructor verbal approach and avoidance relational strategies and students' motives for communicating with their instructors
TP Mottet, MM Martin, SA Myers
Communication Education 53 (1), 2004
1202004
Commitment and emotional closeness in the sibling relationship
CE Rittenour, SA Myers, M Brann
Southern Communication Journal 72 (2), 169-183, 2007
1182007
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