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Zachary W. Goldman
West Virginia University
PsychologyPedagogyDissentApplied psychologySocial psychology
19Publications
7H-index
118Citations
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Publications 25
Newest
#1Zachary W. Goldman (Illinois College)H-Index: 1
#2Christopher J. Claus (California State University, Stanislaus)H-Index: 3
Last. Alan K. Goodboy (WVU: West Virginia University)H-Index: 20
view all 3 authors...
Students enter college with varying degrees of academic self-efficacy, which influences how they respond to effective teaching behaviors. Teacher confirmation is one behavior that has received increased attention because it is thought to indirectly enhance students’ learning by reducing their receiver apprehension in the classroom. Findings from 208 college students supported the hypothesized indirect effects between teacher confirmation and students’ perceived learning through reduced receiver ...
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#1Scott A. Myers (WVU: West Virginia University)H-Index: 32
#2Gregory A. Cranmer (WVU: West Virginia University)H-Index: 8
Last. Hannah Ball (WVU: West Virginia University)H-Index: 4
view all 6 authors...
The purpose of this study was to explore the differences that may exist among employees when they are seeking different types of information (i.e., technical, referent, social, appraisal, normative, organizational, and political) from their peers in the workplace. Specifically, this study examined whether employees differed in the perceived appropriateness, importance, and frequency of seeking information from information, collegial, and special peers. Participants were 229 working adults who co...
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#1Alan K. Goodboy (WVU: West Virginia University)H-Index: 20
#2Marianne Dainton (La Salle University)H-Index: 14
Last. Zachary W. Goldman (Illinois College)H-Index: 7
view all 4 authors...
This study used attachment theory to examine romantic partners’ use of negative behaviors to maintain their relationships. Romantic couples (N = 227 dyads) completed self-reports of their attachment styles and use of negative relational maintenance behaviors. Actor-partner interdependence models provided dyadic results: (a) having a secure attachment produced inverse actor effects for all negative maintenance behaviors except avoidance, and inverse partner effects for allowing control and infide...
3 CitationsSource
#1Zachary W. Goldman (Illinois College)H-Index: 1
#2Scott A. Myers (WVU: West Virginia University)H-Index: 32
Source
#1Marianne Dainton (La Salle University)H-Index: 14
#2Alan K. Goodboy (WVU: West Virginia University)H-Index: 20
Last. Zachary W. Goldman (Illinois College)H-Index: 7
view all 4 authors...
This study examined the dyadic effects of relationship uncertainty and the use of negative relational maintenance behaviors. Romantic couples (N = 227 dyads) completed a survey assessing their current relationship uncertainty (i.e., definition, mutuality, behavioral, future) and their use of negative behaviors to maintain their relationship (i.e., jealousy induction, avoidance, spying, infidelity, destructive conflict, allowing control). Multilevel modeling was used to calculate actor-partner in...
3 CitationsSource
#1Zachary W. Goldman (Illinois College)H-Index: 7
#2Gregory A. Cranmer (Clemson University)H-Index: 8
Last. Alexander L. Lancaster (Weber State University)H-Index: 3
view all 5 authors...
ABSTRACTGuided by Rhetorical and Relational Goals Theory, this study examined college students’ preferences for effective teaching behaviors and characteristics. Students (n = 209) articulated qualities in their ideal instructor by prioritizing 10 instructional behaviors and characteristics from the rhetorical and relational traditions (assertive, responsive, clear, relevant, competent, trustworthy, caring, immediate, humorous, disclosure). When forced to prioritize, students preferred teacher c...
10 CitationsSource
#1Zachary W. Goldman (Illinois College)H-Index: 7
#2Alan K. Goodboy (WVU: West Virginia University)H-Index: 20
Last. Keith Weber (Chapman University)H-Index: 3
view all 3 authors...
Over the last several decades, instructional communication scholars have studied and measured student motivation as an important learning outcome. Unfortunately, this research has lacked theoretical guidance and has treated student motivation as a construct that varies only in quantity, ignoring existing theory that suggests student motivation is best understood as a construct that differs in quality (i.e., intrinsic motivation). To create two new measures that incorporate theoretical explanatio...
7 CitationsSource
#1Gregory A. Cranmer (Clemson University)H-Index: 8
#2Nicholas David Bowman (WVU: West Virginia University)H-Index: 19
Last. Zachary W. Goldman (Illinois College)H-Index: 7
view all 3 authors...
Extant research has established that racially based brawn and brain frames are common within sports media. Framing theory suggests that these brawn and brain frames should influence audience members’ behaviors and attitudes, but little empirical evidence to support this notion exists. This study used a quasi-experimental design (Frame x Athlete Race) to understand how exposure to sports news articles that emphasize the physical or mental attributes of White and Black athletes may result in audie...
4 CitationsSource
#1Zac D. Johnson (CSUF: California State University, Fullerton)H-Index: 5
#2Christopher J. Claus (California State University, Stanislaus)H-Index: 3
Last. Michael Sollitto (A&M: Texas A&M University)H-Index: 5
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ABSTRACTStudent incivilities such as challenging, dissent, and excuse making have been examined by a variety of disciplines. However, the more encompassing idea of student misbehaviors has been somewhat understudied within instructional communication. The current study inductively arrived at a set of 12 distinct college student misbehaviors identified by collegiate instructors, which are relevant to the contemporary college classroom. When examined through the lens of instructional communication...
6 CitationsSource
#1Zachary W. Goldman (Illinois College)H-Index: 1
#2Alan K. Goodboy (WVU: West Virginia University)H-Index: 20
ABSTRACTThis study explored how psychosocial development affects doctoral students’ relationship and communication with their advisor. Chickering and Reisser’s vectors of psychosocial development were examined in the doctoral context to understand how students preserve communicatively satisfying relationships with their advisor through the use of relational maintenance behaviors. Doctoral students (N = 304) completed self-report surveys and the results revealed that psychosocial development was ...
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