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Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?

 
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Running head: FACEWORK, IMMEDIACY CUES, & MENTORING 1 Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of being Mentored? Abstract Mentoring is a trusting, developmental supervisory relationship whose success largely depends on participants’ interpersonal abilities. Feedback interventions (FIs) with mentees commonly present interactional challenges to maintaining that relationship, yet are integral to any teaching¬ learning context. In this study we examined whether and how two key, trainable teacher communication abilities— face-threat mitigation and nonverbal immediacy— predicted students’ perceptions of being mentored by a teacher. Levels of actual face-threat mitigation (FTM) tactics and teacher nonverbal immediacy (TNI) cues were manipulated in a feedback intervention situation on video and analyzed across a 2x2 design. Factorial MANCOVA analysis of perceived mentoring detected significant multivariate main effects for both FTM tactics and TNI cues, no significant two-way interaction effect between the two interpersonal variables, and differences regarding how TNI and FTM alone each contributed to predicting each of mentoring’s four measured dimensions. Theoretical and pedagogical implications are discussed in light of facework, approach-avoidance, feedback intervention, and leader-member exchange theories. Keywords: Mentoring, Face-Threat Mitigation; Facework; Teacher Nonverbal Immediacy Cues, Nonverbal Approach Behaviors, Feedback Intervention; Identity Management; Leader-Member Exchange
Title
Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?
Author
Jeff Kerssen-Griep, Paul L. Witt
Publication Date
December 2014
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