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Psychology

D-Index
52
Citations
7105
World Ranking
5073
National Ranking
2780

Overview

Scott A. Myers is affiliated with West Virginia University in the United States. Their research spans multiple fields with a primary focus on Psychology and Social Sciences. Within these main fields, their work extends into subfields including Social Psychology, Education, Clinical Psychology, Communication, and Biomedical Engineering.

Their scholarly output demonstrates a strong interest in topics related to communication and psychological processes. Key topics that characterize their research include:

  • Communication in Education and Healthcare
  • Attachment and Relationship Dynamics
  • Public Relations and Crisis Communication
  • Evaluation of Teaching Practices
  • Child and Adolescent Psychosocial and Emotional Development
  • Superconducting Materials and Applications
  • Behavioral Health and Interventions

Recent research papers authored or co-authored by Myers cover diverse subject matter and have appeared in various academic venues. Selected recent works include:

  • "The Relational Turbulence Model: A Meta-Analytic Review," 2020, published in Human Communication Research
  • "Design and test of a curved superconducting dipole magnet for proton therapy," 2020, published in Nuclear Instruments and Methods in Physics Research Section A Accelerators Spectrometers Detectors and Associated Equipment
  • "Study X of the basic communication course at two- and four-year U.S. colleges and universities: revisiting trends and considering new challenges," 2023, published in Communication Education
  • "College Student Perceptions of Frequency and Effectiveness of Use of Relevance Strategies: A Replication and Extension," 2020, published in Communication Studies
  • "A mixed methodological examination of older adults' psychological reactance toward caregiving messages from their adult children," 2022, published in Communication Monographs

Myers frequently collaborates with several scholars, including:

  • Alan K. Goodboy
  • Sara Pitts
  • J.D. Taylor
  • Marcos Turqueti
  • Sherwyn P. Morreale

Their research has appeared predominantly in venues such as:

  • Communication Education
  • Communication Research Reports
  • Human Communication Research
  • Nuclear Instruments and Methods in Physics Research Section A Accelerators Spectrometers Detectors and Associated Equipment
  • Communication Monographs

Best Publications

  • The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

    Alan K. Goodboy;Scott A. Myers

  • Students’ motives for communicating with their instructors

    Matthew M. Martin;Scott A. Myers;Timothy P. Mottet

  • Student perceptions of instructor immediacy in conventional and distributed learning classrooms

    Frances Anne Freitas;Scott A. Myers;Theodore A. Avtgis

  • The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication

    Scott A. Myers

  • Perceived Instructor Argumentativeness and Verbal Aggressiveness in the College Classroom: Effects on Student Perceptions of Climate, Apprehension, and State Motivation.

    Scott A. Myers;Kelly A. Rocca

  • Argument and verbal aggression in constructive and destructive family and organizational disagreements

    Dominic A. Infante;Scott A. Myers;Rick A. Buerkel

  • Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning

    Scott Titsworth;Joseph P. Mazer;Alan K. Goodboy;San Bolkan

  • Perceived aggressive instructor communication and student state motivation, learning, and satisfaction

    Scott A. Myers

  • Students' Motives for Communicating with their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender

    Scott A. Myers;Matthew M. Martin;Timothy P. Mottet

  • Instructor immediacy in the Chinese college classroom

    Scott A. Myers;Mei Zhong;Shijie Guan

  • Perceived instructor credibility and verbal aggressiveness in the college classroom

    Scott A. Myers

  • Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes

    Paul Schrodt;Paul L. Witt;Paul D. Turman;Scott A. Myers

  • The Relationship Between Perceived Instructor Aggressive Communication and College Student Involvement

    Scott A. Myers;Chad Edwards;Shawn T. Wahl;Matthew M. Martin

  • Students' Motives for Communicating with Their Instructors and Affective and Cognitive Learning:

    Matthew M. Martin;Timothy P. Mottet;Scott A. Myers

  • Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom

    Paul Schrodt;Paul L. Witt;Scott A. Myers;Paul D. Turman

  • Relationships among perceived instructor verbal approach and avoidance relational strategies and students' motives for communicating with their instructors

    Timothy P. Mottet;Matthew M. Martin;Scott A. Myers

  • College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors

    Scott A. Myers;Alan K. Goodboy

  • Commitment and Emotional Closeness in the Sibling Relationship

    Christine E. Rittenour;Scott A. Myers;Maria Brann

  • Verbal aggression in the college classroom: Perceived instructor use and student affective learning

    Scott A. Myers;Ronda L. Knox

  • The Development and Testing of the Instructional Beliefs Model

    Keith Weber;Matthew M. Martin;Scott A. Myers

Frequent Co-Authors

Alan K. Goodboy
Alan K. Goodboy West Virginia University
Matthew M. Martin
Matthew M. Martin West Virginia University
Paul Schrodt
Paul Schrodt Texas Christian University

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Related Online Degrees & Career Pathways

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