The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication

Abstract

This study explored the relationship between perceived instructor credibility (i.e., competence, character, caring) and student in‐class (i.e., willingness to talk) and out‐of‐class communication. Participants were 158 college students enrolled in an introductory communication course at a Mid‐Atlantic university. Results indicate (a) perceived instructor character and caring, but not perceived instructor competence, are positively related to student willingness to talk and (b) perceived instructor competence, character, and caring are positively related to student participation in student out‐of‐class communcation. Future research should explore the specific attributions made by students considered to constitute perceived instructor competence, character, and caring.