Abstract
ABSTRACT The purpose of this investigation was to examine the relationships between teachers’ confirmation of students and student-to-student confirmation. Survey results (N = 332) indicate that the interactive teaching-style dimension of teacher confirmation is associated with all three dimensions of student-to-student confirmation. The responding to student questions dimension of teacher confirmation was not related to any student-to-student confirmation behavior, and although correlated, the demonstrating interest in student learning dimension of teacher confirmation did not relate to student confirmation. This study also offers continued validity of the student-to-student confirmation scale. The results indicate a reciprocal process of confirmation in the college classroom, as well as a number of directions for future research on this phenomenon.
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