POWER IN THE CLASSROOM: EXPLORING THE CONNECTIONS BETWEEN GRADUATE TEACHING ASSISTANT'S DEPLOYMENT OF POWER IN PUBLIC SPEAKING COURSES AND COLLEGE STUDENTS' COMMUNICATION APPREHENSIO.
- Resource Type
- Article
- Authors
- Punyanunt-Carter, Narissra Maria; Martinez, Ryan J.
- Source
- College Student Journal. Jan2023, Vol. 57 Issue 1, p53-63. 11p.
- Subject
- *COLLEGE students
*GRADUATE teaching assistants
*COMMUNICATION apprehension
*TEACHER-student relationships
*POWER (Social sciences)
- Language
- ISSN
- 0146-3934
This paper analyzed college students’ perceptions regarding their graduate teaching assistant’s (GTAs) power use and their levels of communication apprehension (CA) in the classroom. This study demonstrates how instructor power strategies not only determine how students perceive their instructor but also how those strategies affect students’ CA. The findings indicate that students’ perceptions of their GTAs’ use of reward power are highly correlated with students’ interpersonal CA. Results from this study suggest that the use of pro-social power in the classroom can create positive student-teacher relationships and builds upon positive teacher aspects. [ABSTRACT FROM AUTHOR]