Abstract
An exploratory investigation was conducted which indicated that students perceive certain types of criticism to be significantly more helpful than other types. The findings also indicated that perceptions of helpfulness are related to student levels of speech anxiety and student and instructor sex differences. These results provide implications for the refinement of instructor critique behavior.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
