Expectancy Violations Theory

The Internet is a part of our lives in this digital era. We seek to communicate with each other as it brings changes to the way we live. In the past, we used to converse verbally and directly. Nowadays, it is considered normal to practice indirect communication through digital platforms. As technology is growing rapidly, the internet has become the prior source of information. This research looks into how people manage their online privacy towards Google’s data access. The theory used in this research is Expectancy Violations Theory by Judee Burgoon, which is a theory that encourages us to hold our expectations regarding the nonverbal behavior of others. It has been used to identify the influence of nonverbal communication on human behavior. This study and research use a qualitative methodology which integrates both primary and secondary data sources. It also uses a case study method to research and analyze the information gathered from its primary informants. The study found that expectations may vary depending on their position and perspective. Also how Expectancy Violations Theory is suitable in breaking down a person’s point of view toward Google’s data access.

Because users treat embodied agents (EAs) as social actors, users hold expectations about human-to-EA communication (HtEAC) similar to those in human-to-human communication. This study extends Expectancy Violations Theory (EVT) to examine how different forms of interfaces that confirm or violate user expectations affect the communication process, social judgments, ability to influence, and accuracy of recall associated with HtEAC. Positive violations of expectancy are acts or characteristics of the EA that are unexpected but evaluated favorably by the human partner. Results suggest that when the EA deviates from expectations, effects on the HtEAC process and related outcomes can be more pronounced. EAs evaluated as positive violations had more favorable effects on task attractiveness than other human or EA interaction partners. As predicted by EVT, EA interactions that were positively evaluated elicited more perceived connectedness, feelings of being understood/receptivity, and dependability than those EA interactions evaluated negatively. However, negative violations did not produce worse outcomes than negative confirmations. EVT offers a useful lens for examining the communication effects of HtEAC and points to benefits of creating EAs that evoke positive violations of expectancy.

This study delves into the perspectives of pre-service teachers regarding play-based learning, focusing on motivations, and opportunities. Ten ( ) Bachelor of Elementary Education pre-service teachers from Western Mindanao State University were interviewed using qualitative phenomenological research methods. Data collection involved one-on-one interviews, audio recordings, and thematic analysis. The demographic data revealed a diverse group of respondents in terms of teaching experience, grade levels taught, and gender distribution. The interview findings highlighted common themes among pre-service teachers regarding their perspectives on play-based learning such as effective approach, classroom practices, promotes positive experiences. Motivations for incorporating play-based learning included promoting holistic development, student centered learning, and fostering meaningful learning. Opportunities identified through play-based learning included learners' involvement, behavior management, and learning efficiency. Generally, the study underscores the positive impact of play-based learning on student engagement, motivation, and learning outcomes, as perceived by pre-service teachers. The study recommends incorporating playbased learning strategies in education, providing professional development for educators, and conducting further research on its impact on academic performance and social skills.

Several theories have sought to address responses to such deviant behavior, but have done so with a focus either on group-level or on individual-level behavior. Yet, due to some characteristics of online contexts, identities can be salient at both a group and/or individual level, creating a more complex set of influences on responding to deviance. The paper explores responses to online communicative deviance by integrating social identity approaches (a grouplevel perspective) and expectancy violations theory (an individual-level perspective). Social identity emphasizes the role of group identification in responding to deviance, especially relevant in anonymous online contexts, while expectancy violations theory notes how individuals respond to ambiguous deviance through assessing the reward value of the deviant.

International students face numerous socio-cultural and academic challenges in their country of studying. The paper deals with the impact of the international studying experience on changing different aspects of international students' lives. It relies on the results obtained within the IS-MIGaIN project, both via quantitative and qualitative methods. The aim of the research is to investigate the attitudes and experiences by international students in terms of whether and to what extent the migration experience has influenced the (re)construction of their personal and socio-cultural identity, in their own subjective perception. For the data analysis, descriptive statistical analysis, as well as thematic analysis via the MAX-QDA 2024 program have been used. The experiences of change during studying abroad have been presented from the perspective of international students in Serbia and students from Serbia who either studied or are still studying abroad. The results indicate that there are complex and versatile experiences of transformation in different aspects of personality and life of international students, during the process of adaptation to the academic and socio-cultural framework of the society and state in which they study. A conclusion may be drawn that international students do recognise how much and in what way they have changed through interaction with new environment, and they mainly accept these changes and assess them as positive and useful.

Can a simple handshake on the first day of class change student impressions of the instructor and the course? We compared students who received a handshake to those who did not at the first class meeting and evaluated teaching skills, instructor's ability to motivate student interest, and instructor's support of students as a function of touch group and instructor gender. Our findings revealed significantly higher ratings for female instructors than for male instructors when they shook hands, with these differences specific to ratings of instructor skills and instructor's motivation of students. In addition, students with whom male professors shook hands actually rated their professors lower on teaching skill and ability to motivate than those with no handshake. Thus, female professors may establish immediacy through the touch of a handshake, but male professors should avoid this seemingly innocuous touching of students.

Fenomena ghosting merupakan perilaku seseorang yang secara tiba-tiba memutus komunikasi tanpa penjelasan, yang semakin marak terjadi di era digital. Hal ini umumnya terjadi dalam hubungan romantis, namun juga bisa ditemukan dalam pertemanan, keluarga, maupun lingkungan kerja. Kemajuan teknologi dan penggunaan media sosial serta aplikasi kencan online turut memudahkan individu untuk melakukan ghosting. Fenomena ini sering kali dipicu oleh ketidakmampuan seseorang dalam berkomunikasi secara efektif, perasaan tidak nyaman secara emosional atau keinginan menghindari konflik. Akibatnya, korban ghosting mengalami dampak negatif psikologis seperti kecemasan, trauma, kurangnya rasa percaya diri dan hilangnya kepercayaan terhadap hubungan. Meskipun pelaku merasa lebih nyaman tindakan ini meninggalkan luka emosional mendalam bagi korban. Penelitian ini bertujuan untuk mengkaji pengertian, penyebab, dan dampak ghosting dalam interaksi digital, khususnya melalui media sosial dan aplikasi kencan online. Dengan pemahaman yang lebih mendalam diharapkan kesadaran di era digital dapat ditingkatkan untuk membangun interaksi yang lebih baik di masa depan.

The ghosting phenomenon is the behavior of someone who suddenly cuts off communication without explanation, which is increasingly common in the digital era. This generally occurs in romantic relationships, but can also be found in friendships, families, and work environments. Technological advances and the use of social media and online dating applications have also made it easier for individuals to ghost. This phenomenon is often triggered by a person's inability to communicate effectively, feelings of emotional discomfort or a desire to avoid conflict. As a result, ghosting victims experience negative psychological impacts such as anxiety, trauma, lack of selfconfidence and loss of trust in relationships. Even though the perpetrator feels more comfortable, this action leaves deep emotional wounds for the victim. This research aims to examine the meaning, causes and impact of ghosting in digital interactions, especially through social media and online dating applications. With a deeper understanding, it is hoped that awareness in the digital era can be increased to build better interactions in the future

Media sosial telah menjadi bagian integral dari kehidupan masyarakat modern, mempengaruhi berbagai aspek kehidupan termasuk interaksi sosial, perilaku konsumsi, dan partisipasi politik. Penelitian ini menggali dampak media sosial terhadap perubahan sosial di masyarakat dengan menganalisis berbagai studi dan teori yang relevan. Tinjauan literatur ini mencakup pengaruh media sosial dalam membentuk pola komunikasi baru, mendefinisikan norma sosial baru, dan mempengaruhi struktur kekuasaan dalam konteks lokal dan global. Dengan mempertimbangkan perspektif multidisiplin, seperti sosiologi, komunikasi, dan ilmu politik, studi ini menyediakan pemahaman mendalam tentang bagaimana media sosial memfasilitasi atau menghambat perubahan sosial. Implikasi dari temuan ini untuk kebijakan publik dan praktik komunikasi juga dibahas, menyoroti tantangan dan peluang yang dihadapi oleh masyarakat dalam menghadapi revolusi digital saat ini.

Guided by emotional response theory, this study examined how students' emotional responses mediated the relationship between their instructors' dramatic teaching behaviors (i.e., humor, selfdisclosure, narrative) and their approach-avoidance behaviors (i.e., oral in-class participation, out-of-class communication, classroom citizenship behaviors). Our study included responses from 240 undergraduate students enrolled at a Mid-Atlantic university. We found that while students' emotional responses failed to mediate the relationship between perceived instructor dramatic behaviors and their use of approach-avoidance behaviors in the classroom, direct effects were obtained between dramatic instructor behaviors and students' self-reports of their in-class oral participation, their out-of-class communication with their instructor, and their use of involvement classroom citizenship behaviors. Future research should shift from examining students' general perceptions of their emotional responses to assessing the specific emotions that guide their classroom involvement.

Guided by emotional response theory, this study examined how students' emotional responses mediated the relationship between their instructors' dramatic teaching behaviors (i.e., humor, selfdisclosure, narrative) and their approach-avoidance behaviors (i.e., oral in-class participation, out-of-class communication, classroom citizenship behaviors). Our study included responses from 240 undergraduate students enrolled at a Mid-Atlantic university. We found that while students' emotional responses failed to mediate the relationship between perceived instructor dramatic behaviors and their use of approach-avoidance behaviors in the classroom, direct effects were obtained between dramatic instructor behaviors and students' self-reports of their in-class oral participation, their out-of-class communication with their instructor, and their use of involvement classroom citizenship behaviors. Future research should shift from examining students' general perceptions of their emotional responses to assessing the specific emotions that guide their classroom involvement.

This study tested the indirect effect of instructor course-related humor on student engagement through situational interest (mediation-by-situational interest hypothesis) in the Indian, grades 9-12 context. We hypothesized that instructors' use of humor would provide an affective trigger to Indian students' emotional interest (i.e., catch), which in turn, would foster cognitive interest (i.e., hold), ultimately leading to increased student engagement. We found evidence for serial indirect effects on students' silent in-class engagement, oral in-class engagement, and thinking about course content, supporting the mediation-by-situational interest hypothesis. We encourage instructional scholars to generalize beyond primarily White and U.S.-born college students.

In the quest to improve mathematics proficiency, it is worthwhile
to emphasize not only enhancing instructional strategies but also
developing a positive attitude towards mathematics. One of the
things that hinder students’ performance is math anxiety, which
interferes with cognitive and learning processes. This research
determined the level and causes of math anxiety among students
and developed an instructional material to improve their performance
in mathematics. The study is an educational design research
(EDR). Data on the levels of math anxiety were gathered
from 307 Mathematics students, and the causes were examined
through focus group discussions with 50 students and 4 mathematics
specialists. Using this data, an instructional material was
developed and pilot implemented in a mathematics class of forty-
two (42) students. Findings revealed that 80.13% of the student-
respondents had Average to High Math Anxiety. The causes
of math anxiety were mainly negative experiences such as past
failures, pressure to find the correct answers, embarrassment in
front of peers, and strict teachers. Instructional materials that
reduce math anxiety are easy to understand, contain varied activities,
and incorporate additional online resources. Analysis of
paired samples t-test conducted using SPSS resulted to a t-value
of -12.513 and a p-value of 0.000, revealing that the instructional
material significantly lowered math anxiety and improved
the student’s performance in mathematics. It is recommended
that universities expand guidance and counseling services to
recognize math anxiety as an integral factor in students’ mental
health and conduct a review of the mathematics instructional materials
to evaluate their adequacy in lowering the math anxiety.

OF THESIS THE EFFECT OF ADMISSIONS VIEWBOOKS ON STUDENTS’ EXPECTANCIES AND ENGAGEMENT This study seeks to explore the impact that admissions viewbooks have on students’ expectancies of an institution as well as their academic and social engagement. Because few studies exist on admissions viewbooks, the literature review seeks to establish a base for the importance of viewbooks in students’ college choice and their development of expectancies of their chosen institution, as well as the subsequent impacts of violated expectations on engagement and retention. Using both qualitative and quantitative methods, this study examines (1) the promises made by institutions in their viewbooks as found via textual analysis and (2) the impact of violated expectancies on academic and social engagement. Specifically, this study seeks information about the expectancies students have developed of the University of Kentucky, the degree to which those expectancies have been violated, and the impact of t...

Producers and agricultural organizations often struggle to effectively and efficiently communicate agricultural practices and values across the green divide. Additionally, producers and agricultural communication professionals must compete with inflammatory or misleading statements communicated to uninformed consumers via the blogosphere and rapidly disseminated on social media. Many organizations are beginning to implement agritourism events as a way of educating the consumer and influential bloggers. This study utilized semi-structured interviews to explore the perceptions, attitudes, and experiences of four bloggers who were invited to a three-day agritourism event. Results showed participants identified personal exposure to transparent farmers yielded an increase in knowledge and appreciation of farming practices that positively impacted their trust in the American farmer and food system. This study expands upon current research being conducted on agritourism events, transparency, and expectancy violations theory and suggests organizations structure agritourism events in such a way as to demonstrate transparency and positively violate the expectations bloggers may have regarding agricultural producers.

Because users treat embodied agents (EAs) as social actors, users hold expectations about human-to-EA communication (HtEAC) similar to those in human-to-human communication. This study extends Expectancy Violations Theory (EVT) to examine how different forms of interfaces that confirm or violate user expectations affect the communication process, social judgments, ability to influence, and accuracy of recall associated with HtEAC. Positive violations of expectancy are acts or characteristics of the EA that are unexpected but evaluated favorably by the human partner. Results suggest that when the EA deviates from expectations, effects on the HtEAC process and related outcomes can be more pronounced. EAs evaluated as positive violations had more favorable effects on task attractiveness than other human or EA interaction partners. As predicted by EVT, EA interactions that were positively evaluated elicited more perceived connectedness, feelings of being understood/receptivity, and dependability than those EA interactions evaluated negatively. However, negative violations did not produce worse outcomes than negative confirmations. EVT offers a useful lens for examining the Application of EVT to EA Interactions 3 communication effects of HtEAC and points to benefits of creating EAs that evoke positive violations of expectancy.

Objectives. The objective of this evaluation was to assess the effectiveness of Mindfulness for Safe Schools, a mindfulness-based intervention adapted for sexual abuse prevention during peer-to-peer dating among Filipino public school children in Grades 7 and 8. It was hoped that through the intervention, children would be able to regulate their emotions so that they do not react impulsively to emotionally stimulating events, especially during peer dating. The study consists of four levels of evaluation: reaction, learnings, and behaviors of teachers toward the program, as well as effect of the intervention on emotion regulation and peer conformity among students. Methods. This study utilized a mixed methods design using a concurrent embedded method. For teachers, quantitative surveys and focused group discussions were conducted to determine their reactions to the training, their learnings, and behaviors after the program, as well as their observations of students’ responses to the ...

This study seeks to understand listeners' perceptions of music from a generational and songwriting approach. A total of 123 participants aged 18 and older took part in an open-ended survey design that measured their subjective music preferences. Four different sections tested participants' music taste, music tied to generations, an original song made by the researcher, and songwriting in a holistic sense. It was found that participants exercised individualism and authenticity in their responses throughout. By using the Uses and Gratifications Theory, it is explainable that people listened and sought out music for their own unique reasons. By applying Mood Management Theory, it was found that a majority of participants listened to music for its ability to aid with their emotions. Finally, by using the Expectancy Violations Theory, this study found that people preferred to be surprised when they listened to a song-assuming they were already familiar with the song's structure, and associated the surprise with positive sentiments.

This study seeks to understand listeners' perceptions of music from a generational and songwriting approach. A total of 123 participants aged 18 and older took part in an open-ended survey design that measured their subjective music preferences. Four different sections tested participants' music taste, music tied to generations, an original song made by the researcher, and songwriting in a holistic sense. It was found that participants exercised individualism and authenticity in their responses throughout. By using the Uses and Gratifications Theory, it is explainable that people listened and sought out music for their own unique reasons. By applying Mood Management Theory, it was found that a majority of participants listened to music for its ability to aid with their emotions. Finally, by using the Expectancy Violations Theory, this study found that people preferred to be surprised when they listened to a song-assuming they were already familiar with the song's structure, and associated the surprise with positive sentiments.

Objectives. The objective of this evaluation was to assess the effectiveness of Mindfulness for Safe Schools, a mindfulness-based intervention adapted for sexual abuse prevention during peer-to-peer dating among Filipino public school children in Grades 7 and 8. It was hoped that through the intervention, children would be able to regulate their emotions so that they do not react impulsively to emotionally stimulating events, especially during peer dating. The study consists of four levels of evaluation: reaction, learnings, and behaviors of teachers toward the program, as well as effect of the intervention on emotion regulation and peer conformity among students. Methods. This study utilized a mixed methods design using a concurrent embedded method. For teachers, quantitative surveys and focused group discussions were conducted to determine their reactions to the training, their learnings, and behaviors after the program, as well as their observations of students’ responses to the ...

The aim of the research was to explore undergraduate students’ perceptions about academic advising in an Indonesian university by measuring aspects of academic advising, involving the nature of advising relationship, the frequency of activities occurring during advising sessions, and students’ satisfaction with academic advising. The research applied quantitative research conducted by administering a questionnaire. The sample consisted of 302 undergraduate students who were asked to respond about the type of academic advising they perceived, topics discussed between advisor and student during academic advising sessions, and their satisfaction with academic advising in the university. The results show that the undergraduate students at an Indonesian university perceive their academic advising as ‘developmental advising’ rather than ‘prescriptive advising’. Undergraduate students perceive that the advisors not only focus on academic performance but also students’ holistic development....

This study determined the routine, thoughts, and emotions of teachers inside the faculty room. This was accomplished through an ethnographic study. The respondents of this study were five (5) grade 7 science teachers of Guinayang National High School, school year 2023-2024. It is located at 27 Jurado Compound Street, Jurado Compound, San Mateo, Rizal. The selection of the respondents was based on the shifting scheme classes of teachers. Furthermore, the researchers observed the respondents for two (2) weeks, four (4) hours per day on Tuesday and Wednesday to accomplish the required sixteen (16) hours. The purpose of this observation is to gather enough information about the teachers that are needed for the study. After the observations and evaluation of data, the conclusion shows that the grade 7 science teachers faced multifaceted challenges in their professional roles, including heavier workloads, administrative tasks, time constraints, and emotional demands within the school faculty environment. In response to the challenges encountered, these teachers exhibited various coping mechanisms. These included time management, seeking social support, coping mannerisms, and maintaining emotional balance. While in terms of behaviors, thoughts, emotions, and socialization, the profile of Grade 7 Science Teachers revealed a dedicated commitment to their profession. They demonstrated resilience in handling challenges, a genuine passion for teaching, and a deep concern for their students' well-being. However, instances of emotional labor and burnout were also identified, impacting their overall well-being. Based on the conclusion presented, the research should become the beginning of further study about the routine, thoughts, and emotions of faculty teachers. Thus, understanding how problems and coping methods differ across contexts might help researchers acquire a better understanding of the teaching profession, supposing the number of teachers to be observed should increase to more than five faculty teachers and the time of observation should be longer than sixteen hours divided into four sessions.

The present study was designed to examine the effects of both sentence position and
congruousness of the target word on the timing and spatial distribution of the N400 (brain electrical response to semantic anomalies). In
addition, a new stimulus set was constructed to address some shortcomings of prior stimulus sets
and to characterize more precisely the notion of “semantic anomaly” in terms of formal semantic
relations between arguments of the propositions encoded by different sentence structures.

Because users treat embodied agents (EAs) as social actors, users hold expectations about human-to-EA communication (HtEAC) similar to those in human-to-human communication. This study extends Expectancy Violations Theory (EVT) to examine how different forms of interfaces that confirm or violate user expectations affect the communication process, social judgments, ability to influence, and accuracy of recall associated with HtEAC. Positive violations of expectancy are acts or characteristics of the EA that are unexpected but evaluated favorably by the human partner. Results suggest that when the EA deviates from expectations, effects on the HtEAC process and related outcomes can be more pronounced. EAs evaluated as positive violations had more favorable effects on task attractiveness than other human or EA interaction partners. As predicted by EVT, EA interactions that were positively evaluated elicited more perceived connectedness, feelings of being understood/receptivity, and dependability than those EA interactions evaluated negatively. However, negative violations did not produce worse outcomes than negative confirmations. EVT offers a useful lens for examining the Application of EVT to EA Interactions 3 communication effects of HtEAC and points to benefits of creating EAs that evoke positive violations of expectancy.

Rapport is an instructional variable that is "tricky to understand," which is perhaps the reason why it is understudied in the extant literature. Certainly, essays, tip lists, and effective teaching mantras often claim rapport as vital to the instructional context, but that is typically the extent of most examinations, particularly in management education. In this practice-to-research article, my experiences are integrated with the limited published evidence surrounding rapport, and research propositions are offered to inform future business education studies. Keywords rapport, learning environment, instructional variables, research propositions Rapport is an instructional variable that has tremendous face validity for management education, yet from a research perspective it is somewhat "tricky to understand" (Buskist & Saville, 2001, p. 12). This may be why the literature base, particularly outside of the communication education field, has granted it scant coverage. If any branch of education research should be investigating rapport, it is management because our field is consumed with such constructs (e.g., emotional intelligence, interpersonal skills, employee engagement) and their notable impact on valued business outcomes.

Masyarakat urban merupakan individu sosial yang selalu berinteraksi dengan lingkungan di sekitarnya. Kebutuhan masyarakat urban untuk bersosialisi memiliki beragam tujuan, salah satunya untuk mendapatkan pasangan hidup. Perkembangan teknologi digital telah mengubah pola kehidupan masyarakat urban Indonesia termasuk dalam pencarian pasangan hidup. Masyarakat urban dibuat hanyut dalam percintaan virtual melalui aplikasi kencan online Tinder dan OkCupid pada media komunikasi digital smartphone. Nilai-nilai budaya ketimuran Indonesia menjadi samar dalam budaya global yang diciptakan oleh aplikasi kencan online. Dari hasil penelitian dan analisis yang dilakukan, tesis ini memiliki kesimpulan aplikasi kencan online Tinder dan OkCupid berperan sebagai regulator yang menghadirkan ruang negosiasi yang dianggap tabu dalam nilai dan norma di kehidupan masyarakat Indonesia. Aplikasi kencan online dibuat oleh perusahaan pembuatnya dengan memanfaatkan nilai budaya global yang dianut di dalam aplikasi untuk mendapatkan user sebanyak-banyaknya demi kepentingan bisnis semata. Kata Kunci budaya, perjodohan, kencan online, tradisi, Tinder, OkCupid, masyarakat urban, aplikasi kencan online mobile.

Purpose-When corporations adopt a corporate social responsibility (CSR) program and use and name it in their external communications, their members should act in line with CSR. The purpose of this paper is to present an experiment in which the consistent or inconsistent behavior of a CEO was studied. Design/methodology/approach-In this experiment the authors offered materials about an organization that has an extensive program on sustainability. In the consistent condition the authors presented a CEO who traded in his sports car for a hybrid car (which actually happened), whereas in the inconsistent condition the authors presented material in which the CEO kept his sports car. Findings-The hypotheses were not supported. Inconsistent behavior did not lead to a significantly different attitude towards the company or lower purchase intentions. Research limitations/implications-The sample consisted of students who were maybe not familiar with the particular company, the CEO of the company and/or with the sustainability programs of the company. The materials developed in the experiment might be too weak. Originality/value-Although the expected results were not found, the authors certainly think that consistent behavior of the CEO and other organizational members might decrease skeptical responses of stakeholders when they are confronted with CSR communication.

This article explores international student-parents'reflections about their children's difficulties as temporary sojourners in UK schools, and the ways in which they attempt to support them in the process of settling down at school. The data is drawn from qualitative research interviews (Richards 2003 and Hiller & DiLuzio 2004) with 25 student parents. The emerging themes focus on parents' attempts to assist their children with academic and linguistic problems and with making and maintaining friendships. A major theme emerges about the role of host schools, and also about the parents' emotional burden regarding their own compromised situation. The data reflects overall that the first year of sojourn is often more problematic than expected, and thus more research in this area is needed to address how universities interested in internationalisation can best support these student parents. Further, more research is needed into ways in which local schools, including both ...

Background: Academic advising is a collaborative relationship between a student and an academic advisor. The intent of this collaboration is to assist the student in the development of meaningful educational goals that are consistent with personal interests, values and abilities. Aims: This study aimed to assess academic advising and its relation to nursing students' self-efficacy. Design: An analytic cross-sectional research design was used in conducting the study in order to find out the relationship between academic advising and nursing students' self-efficacy, Both dependent and independent variables were measured at the same point in time with no prospective or retrospective follow-up. Subject and Method: The subjects of this study consist of nursing students enrolled in the four academic years in Faculty of Nursing, MTI University. Their total number was 750 students in the academic year 2019/2020. Tools were used to collect the necessary data, a structured interviewing questionnaire, Academic Advising Inventory (AAI) to assess the mode of academic advising from student's point of view and Perceived self-efficacy scale to assess nursing student's perception regarding self-efficacy. Results: The study revealed (43.5%) of the nursing students were satisfied with academic advising. While, (71.5%) of nursing students having high level of self-efficacy. Conclusion: The finding of this study concluded that the prescriptive academic advising mode is the most prevailing mode in the study setting. However, students" satisfaction and self-efficacy are higher with the developmental mode. Recommendations: staff development programs are strongly recommend to train academic advisors in the modes of advising, with emphasis on the merits of the developmental mode. Academic advisors should be provided with sufficient time for advising sessions to be able to provide their students with all their academic needs.

The primary focus of this study is to determine the undergraduate students' perceptions of teacher power use (ie, coercive, reward, expert, legitimate, and referent power) and it was also aimed to investigate whether or not students' views differ significantly in terms of gender, class level and department variables. To this end we, firstly, conducted a pilot study to investigate the validity and reliability of the "Teacher Power Use Scale". Turkish adoptation, validity and reliability studies of the scale were done by data gathered from a total number of 395 undergraduate students. For validity studies, exploratory and confirmatory factor analyses were carried out, and also item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Overall findings demonstrated that Turkish version of the scale had high validity and reliability scores.

When in a romantic relationship, the experience of partners' use of multiple social media platforms varies from serving as a means of gratification to being a cause of discomfort in these relationships. To examine this new and expanding phenomenon, this study employed the media multiplexity theory to explore the roles of using multiple forms of social media when in a romantic relationship. Through the face-to-face, in-depth, and semistructured interviews of 25 romantic partners, the study examined romantic partners' experience of social media use and its influence on their romantic relationships. The results showed how multiplexity in social media use facilitates satisfaction, affection, jealousy, monitoring of romantic partners, infidelity, and distraction. The findings also revealed that while using social media to facilitate satisfaction in romantic relationships, if not appropriately used, the use of social media might lead to romantic dissatisfaction. 1 | INTRODUCTION Romantic relationships are mutual relationships involving ongoing or

This study investigated adult student experiences with instructors in online classes. Using expectancy violations theory as a lens, we conducted 22 interviews to understand reasons students enroll in online classes, expectations for instructors, and behaviors instructors employed that may or may not meet expectations. We conducted a thematic analysis and uncovered students expected clarity, respect, and intentional course design from instructors. Behaviors facilitating effective communication and enabling learning actually led to positive outcomes, while the poor use of pedagogical tools and behaviors stopping the learning process led to negative outcomes. Recommendations to meet adult student needs online are proposed.

Smartphone has not only reduced time and spatial restrictions but also become a source of tension between romantic partners. The objective of the study is to explore how smartphone creates relational uncertainty and diminishes trust between romantic partners. Using a self-administered questionnaire from a sample survey of 120 respondents, it is found that smartphone is more likely to create relational uncertainty and mistrust in romantic relationships and out of this mistrust they engage in different types of surveillance activities to monitor their partner's activities on smartphone.

When in a romantic relationship, the experience of partners' use of multiple social media platforms varies from serving as a means of gratification to being a cause of discomfort in these relationships. To examine this new and expanding phenomenon, this study employed the media multiplexity theory to explore the roles of using multiple forms of social media when in a romantic relationship. Through the face-to-face, in-depth, and semistructured interviews of 25 romantic partners, the study examined romantic partners' experience of social media use and its influence on their romantic relationships. The results showed how multiplexity in social media use facilitates satisfaction, affection, jealousy, monitoring of romantic partners, infidelity, and distraction. The findings also revealed that while using social media to facilitate satisfaction in romantic relationships, if not appropriately used, the use of social media might lead to romantic dissatisfaction. 1 | INTRODUCTION Romantic relationships are mutual relationships involving ongoing or

With the economic development of Indonesia in the recent years, there has been a large number of Indonesian students continue their higher education in overseas countries, particularly Australia. Hence, examining their perceptions, challenges and experiences to adapt to the Australian English learning environment becomes an interesting attribute to explore. Drawing on this issue, the in-hand study explores how Indonesian learners dealt with challenges and difficulties in Australian education environment. Employing a qualitative research, this study involved eight Indonesian learners enrolled in English language programs in a number of Australian universities. Using interview as the instrument, the findings showed that the participants perceived a positive perception toward the communication activities during the teaching and learning practices; however, they encountered some difficulties related to grammar instruction within communicative practice. The results of interview further revealed that most of the learning difficulties they experienced were due to their prior exposure and habit to Indonesian teaching and learning styles. The participants further conveyed that enhancing English ability and building confidence were two most possible ways to deal with the difficulties. These results contribute as fruitful insights for teachers to be aware of different learners' styles and needs, particularly those coming from various cultural backgrounds, so that they could engage in more interactive teaching and learning activities.

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

This study sought to investigate whether there was any relationship between teacher misbehaviors and student interest and engagement. Consistent with Emotional Response Theory and models for how teacher behavior impacts student interest and engagement, teacher misbehaviors were strongly correlated with student interest and weakly correlated with student engagement. Teacher incompetence predicted the most variance in student interest, followed by indolence and offensiveness. There was a difference in teacher misbehaviors between the two universities where this study was conducted, but not in student interest or engagement.

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

identity shifting and identity reformation, as identified and explained by Jackson (2002) as cultural contracts. My experience as an international student in the U.S. could serve as an illustration to Ting-Toomey's theory that we negotiate our identities due to "the choices cultural interactants make in securing their self-image" (Jackson, 1999, p.359). In my case, these choices were dictated by the status of the sojourner who was gradually, yet not fully, integrated into the new culture. The nearby section of the passport control area, the line of those possessing U.S. passports, is much shorter andmoves quickly. Immigration officers seem to have limited questions for Americans reentering their home country. I was stricken by a sudden and confusing thought: not considering the formal issues (such as citizenship), culturally, I could belong to each of the lines. Moreover, I also might fit into neither of them, since my European background is under the great influence of American experience, and vice versa. How could intercultural communication, one area of my studies, explain this dilemma of formal and informal identity, cultural belonging and perception? This experience of split identity where I could be in either of the immigration lines-those for citizens and those for foreigners, is similarto the experience of transients, or people, who do not stay in one place for a long period of time, as described by Onwumechili et al: "Rather than fully adapt to one culture, they [transients] live between the borders and boundaries of different cultures" (2008, p.l 17). For example, my ears caught the fragments of American conversations in the neighboring sector. Two middle-aged women, whom I remembered from Munich where I changed planes for the Chicago flight, discussed their stay in Germany. While on board, we even exchanged a few words with one of the women, hoping that the weather in Midwest will be not so exhaustingly humid as it was in Munich those days. In my line, I understood communication of visitors from at least three other countries. There was a group of a five young people nearby, they laughed over some jokes told in Ukrainian. The elderly couple in front of me complained in Russian about "those lazy guys in uniforms", while a man's voice explained over the phone in the loud Polish that he was still in the line. The man seemed not to care that no phones are allowed in the immigrationarea. Despite the fact that I was required to stand in one line, I associated with the other. I was standing in multiple worlds culturally, one formally and at least three personally (based on my citizenship and recent residency). Listening to and understanding English, Ukrainian, Polish, and Russian languages communicated an experience of belonging to American and the listed European cultures, yet at the same time I did not feel fully identified with any of them. "So, you are Ukrainian," the immigration officer half-asked, half-stated afterhe stamped my passport and returned my documents. I nodded saying, "Yes, I am", though realizing that what I acknowledged did not sound in an agreement with what I thought about myself. For the officer, my foreign passport with an American visa, issued in Kyiv, the capital of Ukraine, was an identification of one more Ukrainian citizen who came to the U.S. Yet I considered myselfUkrainian only to some extend. Moreover, part of me even wanted to hide my "Ukrainness" as something that one is not very proud to admit or share with others. I had, as I believed, quite a legitimate reason for thinking like that. It was the end of summer 2009, the year of diminishing democratic governance in Ukraine demonstrated by the election of authoritarian leader Victor Yanukovytch. During the elections of 2009, he defeated his predecessor; the first and the only democratically elected Ukrainian president, Victor Yuschenko, who emerged as the hero of the peaceful Orange Revolutionof 2004. The immediate backslide of my birth country from democracy following Yanukovytch's taking office, the great fiasco of the "Orange" ideas, and the spoiled image of Ukraine in the world made me frustrated and feeling ashamed of Ukrainian citizenship: After all, I was a part of the nation that could not protect its democratic achievements. One more motive for feeling fragmented as Ukrainian was my experience as a graduate student at Western Michigan University. When I returned back to Ukraine for summer holidays, I often heard from my friends and relatives that I "became rather Americanized". They explained that I have become out to be overly polite and too often used phrases like "Can you please?" and "Thank you". Occasionally, some of my friends got displeased-when I insisted that by tapping my hand during a conversation they violated my privacy. Finally, almost all of them answered, "This is not America here", when I wondered why people did not complain about the woman from the neighboring street, who was burning her trash. Within a few hot weeks in July, she burned her trash everyday and spoiled the surrounding air. After I complained to the town office, my neighbors' reaction was "This must be so American like-to think that authorities will protect your rights". No action was taken against the woman: and indeed, this was very different from the U.S. where I felt that everybody was equal before the law. So far, the judgments about me as "becoming Americanized" came out as the result of communication between individuals that stood for two different cultures: me, who was exposed to and influenced by American way of life, and my friends, who represented the native Ukrainian culture. Do other international students, specifically, those from the developing countries, experience similar feelings about themselves? This thesis explores how the international students' understanding of self is constructed and changed within their studies in the U.S. Using interviews as a primary source for gathering data, this thesis also looks at how communication issues participate in formation of students' identities. Specifically, interviewees' reflections on their environments in the U.S. are viewed as instruments that provide me with understanding of the concept of identity through students' stories, because "The reflexivity of narrative sensemaking ... assumes that language "affects what we see and even the logic we use to structure our thought" (Brown and Rhodes, 2005, p.171). The interviewees' reflections entail diverse experiences, thus their narratives, or "structures through which events are made sense of rather than just being" (Brown and Rhodes, 2005, p.172) can be viewed as those reporting differentparts of their identities, as well as also multiple identities of the same individuals (Steinmetz, 1992;

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

This review of literature examines student nonverbal communication and its influence on teachers and their teaching. The review is divided into five sections. The first section explains why we consider this topic to be important, especially for new teachers and their professional development. The second section explains our focus, which is student nonverbal communication. The third and fourth sections examine the research literature from the education and communication disciplines. The fifth and final section examines implications for the classroom and provides teachers with suggestions for how they might use this information. (Contains 22 references.) (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document.

This study explored the learning and transitional experiences of students as well as the coping strategies and adjustments they made to overcome challenges in the pandemic. Specifically, second-year college education students of Baliuag University who transitioned to tertiary education and online classes during the pandemic were found to have experienced increased challenges in areas of the learning environment, technology, socio-emotional, and academic. In this qualitative study that utilized the theories of Transition and College Student Adjustment, the experiences of the students in the transitional period were explored through a focus group discussion. Findings have shown that college students who transitioned amid the pandemic have encountered difficulties in managing different areas of their student life with prevailing responses inferring that technological and socio-emotional facets among others were the ones they struggled with the most. Then, from student responses emerged coping strategies and interventions that are beneficial to students with similar experiences and are immediately applicable for social groups and support systems as well as for school-wide implementations.

Doctor of EducationDepartment of Educational LeadershipMajor Professor Not ListedSkills builders take courses at the community college to gain skills and often exit without completing a degree or certificate. Although the college categorizes them as noncompleters, skills builders believe they have met their educational goals. The purpose of this explanatory sequential mixed-method study was to explore skills builders’ motivations for succeeding in courses taken at a community college and the relevance of those courses to their educational goals and job opportunities. The study addressed three primary research questions: What beliefs contributed to skills builders’ success in community college courses? How relevant were completed courses to skills builders’ educational goals? How relevant were completed courses to skills builders’ job opportunities? Using the expectancy-value theory (EVT) of motivation, the research results support the notion that skills builders were motivated to ta...