ABSTRACT
Instead of focusing on teachers and their communication in the classroom (a predominant line of research in instructional communication), Martin, Myers and colleagues focused on students to see how their communicative behaviors-and reasons for them-might affect student-instructor relationship development and learning. This research stems from research on interpersonal motives previously studied in dyadic (R. Rubin, Perse, & Barbato, 1988) and group (Anderson & Martin 1995b) interactions. This line of inquiry is partly based on Schutz’s (1966) interpersonal needs and the uses and gratifications perspective that has focused on media motives (A. Rubin, 2002).
