Abstract
ABSTRACT Research on student-to-student communication continues to grow into a robust area of scholarship for instructional communication researchers. The communicative process by which students are made to feel valuable and significant as members of the classroom, student-to-student confirmation comprises three factors (i.e., individual attention, acknowledgment, and assistance) that have been associated with a myriad of positive student outcomes. The following essay reviews work on student-to-student confirmation and offers distinct recommendations for researchers to advance this area of scholarship. These recommendations include exploring the ways that student-to-student confirmation relates to emerging constructs of interest in the instructional communication literature (i.e., persistence and student mental health), as well as considering contextual factors of confirmation, and the potential impact of not just receiving but also providing confirmation. Finally, this review ends with reflections on the limitations of this work and the way in which theory can be used to extend and further understand its influence in the teaching–learning process.
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