LAUSR

ABSTRACT The purpose of this study was to examine the relationship between student-to-student confirmation messages and engagement in a course. Results of a survey questionnaire (N =280) indicate that students who receive messages of individual attention, acknowledgment, and assistance demonstrate significantly higher levels of oral in class behaviors, thinking about course content, and out of class behaviors. Students’ reception of confirming messages was not related to silent in class behaviors. The results of this study have implications for the growing body of research on student communication in the college classroom, as well as practical implications for teachers looking to increase students’ engagement in a course.