Instructional Dissent as a Conservation of Resources for Emotionally Exhausted Students-Reference-Cited by-同舟云学术

Instructional Dissent as a Conservation of Resources for Emotionally Exhausted Students

Published:2016-11-07 Issue:2 Volume:81 Page:188-205
ISSN:1057-0314
Container-title:Western Journal of Communication
language:en
Short-container-title:Western Journal of Communication

Author:

Kennedy-Lightsey Carrie D.

Publisher

Informa UK Limited

Subject

Language and Linguistics,Communication

Link

https://www.tandfonline.com/doi/pdf/10.1080/10570314.2016.1245438

Reference67 articles.

1. American College Health Association (ACHA). (2014). American college health association-national college health assessment II: Reference group executive summary spring 2014. Hanover, MD: American College Health Association. Retrieved from www.acha-ncha.org

2. No Complain, No Gain: Students' Organizational, Relational, and Personal Reasons for Withholding Rhetorical Dissent from their College Instructors

3. Rhetorical Dissent as an Adaptive Response to Classroom Problems: A Test of Protection Motivation Theory

4. Counterproductive Work Behaviours in Response to Emotional Exhaustion: A Moderated Mediational Approach

5. Co-Rumination Partially Mediates the Relationship Between Social Support and Emotional Exhaustion Among Graduate Students

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