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Welcome to Dr. Goodboy's Communication Modeling and Measurement Lab page. The quantitative research conducted in our lab is centered around optimizing student learning experiences and processes through effective classroom communication (i.e., instructional communication). We model the mechanisms that explain how instructor communication behaviors result in student cognitive and behavioral learning gains. We also determine which types of students benefit from different pedagogical strategies by identifying boundary conditions of teaching and learning processes. We also have an interest in measurement construction and validation for communication constructs in the classroom.
To accomplish these goals, we rely on a general structural equation modeling approach which allows us to analyze our data using techniques such as finite mixture modeling, causal mediation analysis, conditional process analysis, bifactor-exploratory structural equation modeling, item response theory, multilevel modeling, and latent growth curve modeling, among other statistics, to best quantify causal learning effects. 
Below are lab members and some of our current and ongoing collaborations:

Matt Shin

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Matt is a first year Ph.D. student and his current interests involve using structural equation modeling to investigate how instructional messages influence and interact with students’ cognitive load, motivation, self-regulation, and self-control. He recently published an article on intellectually stimulating students' intrinsic motivation. He is working on a longitudinal study examining first semester college students' transition to college using latent growth curve modeling. He is also conducting a study on doctoral students' motivation to attend graduate school using latent profile analysis.  

Kevin C. Knoster

Kevin is a third year Ph.D. candidate who researches instructor relevance strategies in teaching and student academic support for learning. Kevin has recently completed a two-study experiment manipulating relevance strategies in a lecture. He recently published a conditional process model explaining how academic stressors hinder student learning without academic peer support to buffer against the stress, as well as a medical education study. His dissertation examines online pedagogy using affordances of Zoom based on the Cognitive Theory of Multimedia Learning.
Some of the recent journal publications from the Communication Modeling and Measurement Lab include:

Goodboy, A. K., & Martin, M. M. (in press). Omega over alpha for reliability estimation of unidimensional communication measures. Annals of the International Communication Association. doi:10.1080/23808985.2020.1846135


Knoster, K. C., & Goodboy, A. K. (in press). Making content relevant: A teaching and learning experiment with replication. Communication Educationdoi:10.1080/03634523.2020.1788106

Goodboy, A. K., Bolkan, S., Sharabi, L. L., Myers, S. A., & Baker, J. P. (2020). The relational turbulence model: A meta-analytic review. Human Communication Research, 46, 222-249. doi:10.1093/hcr/hqaa002

Knoster, K. C., & Goodboy, A. K. (2020). A conditional process model of academic demands and student learning. Communication Education, 69, 335-355. doi:10.1080/03634523.2020.1713387

Kromka, S., Goodboy, A. K., & Banks, J. (2020). Teaching with relevant (and irrelevant) storytelling in the college classroom. Communication Education, 69, 224-249. doi:10.1080/03634523.2019.1657156

Bolkan, S., Goodboy, A. K., & Kromka, S. M. (2019). Student assessment of narrative: Telling stories in the classroom. Communication Education, 69, 48-69. doi:10.1080/03634523.2019.1622751

Clark-Gordon, C. V., & Goodboy, A. K. (2020). Instructor self-disclosure and third-party generated warrants: Student perceptions of professor social media use. Western Journal of Communication, 84, 79-97. doi:10.1080/10570314.2019.1649453

Goodboy, A. K., Bolkan, S., Knoster, K. C., & Kromka, S. (2019). Instructional dissent as an expression of students’ class-related achievement emotions. Communication Research Reports, 36, 265-274. doi:10.1080/08824096.2019.1634534

Bolkan, S., & Goodboy, A. K. (2019). Examples and the facilitation of student learning: Should instructors provide examples or should students generate their own? Communication Education, 68, 287-307. doi:10.1080/03634523.2019.1602275

Baker, J. P., & Goodboy, A. K. (2019). The choice is yours: The effects of autonomy-supportive instruction on students’ learning and communication. Communication Education, 68, 80-102. doi:10.1080/03634523.2018.1536793

Kromka, S. M., & Goodboy, A. K. (2019). Classroom storytelling: Using instructor narratives to augment student learning, affect, and attention. Communication Education, 68, 20-43. doi:10.1080/03634523.2018.1529330