Teaching with Style to Manage Student Perceptions: The Effects of Socio-Communicative Style and Teacher Credibility on Student Affective Learning

Abstract

Using survey data from students in a large, public university in the south (N = 278), a model is tested incorporating the character and competence dimensions of teacher credibility, as well as the assertiveness, responsiveness, and cognitive flexibility (i.e., versatility) dimensions of socio-communicative style (SCS) to determine how these dimensions predict affective learning. Results indicated that both teacher credibility and SCS significantly predicted affective learning (R2 = .54). Interpretations and implications for teaching and future research are discussed.