ABSTRACT The purpose of this investigation was to examine the relationships between teachers’ confirmation of students and student-to-student confirmation. Survey results (N = 332) indicate that the interactive teaching-style dimension of teacher confirmation is associated with all three dimensions of student-to-student confirmation. The responding to student questions dimension of teacher confirmation was not related to any student-to-student confirmation behavior, and although correlated, the demonstrating interest in student learning dimension of teacher confirmation did not relate to student confirmation. This study also offers continued validity of the student-to-student confirmation scale. The results indicate a reciprocal process of confirmation in the college classroom, as well as a number of directions for future research on this phenomenon.

中文翻译：

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大学课堂中的确认：教师使用确认信息与学生自身交际行为的关系

摘要 本次调查的目的是考察教师对学生的确认与学生对学生的确认之间的关系。调查结果（N = 332）表明，教师确认的互动教学方式维度与学生对学生确认的所有三个维度相关。教师确认的回答学生问题维度与任何学生对学生的确认行为无关，虽然相关，但教师确认的学生学习兴趣表现维度与学生确认无关。这项研究还提供了学生对学生确认量表的持续有效性。结果表明，在大学课堂上，确认的相互过程，