Matt Shin

West Virginia University | WVU · Department of Communication Studies

In this study we simultaneously tested theoretically specified predictions from relational turbulence theory (RTT) using a fully latent structural regression model. A total of 807 college students in dating relationships responded to survey items measuring variables embedded in RTT, including relationship parameters (relational uncertainty and inte...

We integrated perspectives from achievement goal theory and expectancy-value theory to investigate how undergraduate students’ (N = 475) achievement motivation might influence their instructional dissent. A latent profile analysis of students’ achievement goals, performance self-efficacy, task value, and perceived cost revealed four distinct subgro...

This study was conducted to model how teacher misbehaviors associate with reductions in students’ sustained attention. Participants (N = 423 college students) responded to measures of their perceptions of teacher antagonism, affect for their instructor, intrinsic motivation to learn, and sustained attention throughout the semester. Results of a pat...

Guided by an affective theoretical process, we surveyed college students (N = 397) to examine the effect of college instructors’ lecture misbehaviors on students’ emotional interest directly, and indirectly through affect toward the course content, among students who varied in their desire to master the course material (i.e., first- and second-stag...

As emerging adults transition to college, they must adapt to new circumstances, both academic and personal. For partners involved in a romantic relationship prior to attending college, this transition has important relational implications, including potential fluctuations in relational uncertainty and interdependence. Guided by relational turbulenc...

Relational turbulence theory (RTT) articulates processes that explain why spouses evaluate their marriages as chaotic. Specifically, RTT predicts that relational uncertainty biases cognitive appraisals about the marriage and that partner interference with daily routines heightens negative emotions toward the spouse, both of which, culminate in rela...

Conducted during a semester of remote emergency instruction due to the COVID-19 pandemic, this study examined the effects of rapidly switching an originally scheduled in-person course to an online course offering (after the course had already started in-person) on effective teaching behaviors and student learning outcomes. Results from 163 undergra...

Using a person-centered approach and guided by four mini-theories within self-determination theory, we investigated students’ motivation for pursuing their doctorate. Specifically, we examined students’ (N = 205) intrinsic and extrinsic motivation to persevere in their doctoral studies to ascertain if differences in the quality of their motivation...

The purpose of this study was to continue the trend of identifying the course offerings of National Communication Association (NCA) department members started by Wardrope (1999). A curricular profile of U.S. communication departments. Communication Education, 48(3), 256–258. https://doi.org/10.1080/03634529909379173 and followed by Bertelsen and Go...

This study tested propositions of relational turbulence theory (RTT) from a latent variable mixture modeling perspective. A national sample of married individuals (N = 503) completed a questionnaire measuring RTT relationship parameters, experiences, and outcomes. A latent profile analysis provided support for RTT as (a) marriages were well-separat...

In the current study, we applied self-determination theory within a cross-sectional research design to test a latent variable model in order to explore how peer relationships in the classroom might impact students’ autonomous motivation. Using a sample of 342 U.S. college students, we investigated how student-to-student confirmation might indirectl...

In the current study, we applied self-determination theory to explore a potential explanation for how instructors’ intellectually stimulating behaviors might influence student motivation. Undergraduate student participants (N = 418) responded to a questionnaire regarding their instructors’ teaching behaviors and perceptions of their own engagement,...