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• W2261813175 abstract "The current study sought to determine dimensions of student-to-student confirmation. Results of open-ended surveys revealed that students confirm one another in unique ways based on the setting of their relationship (the classroom). Findings revealed three dimensions of student-to-student confirmation (acknowledgment, assistance, and individual attention) each of which has two subdimensions. Factors determining the use of confirmation and the self-reported outcomes were also examined. Notably, traditional instructional communication outcomes (affective learning, cognitive learning, motivation) emerged from the data regarding the perceived effect confirmation has on the student experience." @default.
• W2261813175 created "2016-06-24" @default.
• W2261813175 creator A5043301329 @default.
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• W2261813175 date "2015-08-28" @default.
• W2261813175 modified "2023-09-23" @default.
• W2261813175 title "Student-to-Student Confirmation in the College Classroom: An Initial Investigation of the Dimensions and Outcomes of Students’ Confirming Messages" @default.
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• W2261813175 doi "https://doi.org/10.1080/03634523.2015.1058961" @default.
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