Abstract
IntroductionThis study set out to create a scale of messages faculty use when communicating with students and provide initial validation evidence for that scale.MethodsThree studies were used to create and initially validate the scale. Study one used focus groups to have students generate a list of 65 messages. Study 2, a survey with exploratory factor analysis, yielded two factors: affirming (items) and disconfirming (items) messages. Study 3 confirmed the factor structure and provided initial construct validation based upon the relationship between messages and relational distance, motives to communicate, learner empowerment, and student motivation.ResultsWithdrawal mediates the relationship between faculty verbal messages and learner empowerment. Faculty verbal messages directly, without mediation, predict student motivation.DiscussionFaculty verbal messages matter inside and outside the classroom. Both affirming and discomfiting messages can have a positive effect on students’ learning/motivation as well as the instructor-student relationship.
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