PUBLICATIONS
Refereed Journal Articles
Finn, A. N., Schrodt, P., Witt, P. L., Jernberg, K. A., Elledge, N., & Larson, L. (In press). A meta-analytical review of instructor credibility: Associations with instructor and student outcomes. Communication Education, 58.
Schrodt, P., Witt, P. L., Turman, P. D., Myers, S. A., Barton, M., & Jernberg, K. (2009). Instructor credibility as a mediator of instructors’ prosocial communication behaviors and students’ learning outcomes. Communication Education, 58, 350-371.
King, P. E., & Witt, P. L. (2009). Instructor immediacy, confidence testing, and the
measurement of cognitive learning. Communication Education, 58, 110-123.
Witt, P. L., Roberts, M. L., & Behnke, R. R. (2008). Comparative patterns of
anxiety and depression in a public speaking context. Human Communication, 11,
219-230.
Schrodt, P., Witt, P. L., & Messersmith, A. (2008). A meta-analytical review of family communication patterns and their associations with information processing, behavioral, and psychosocial outcomes. Communication Monographs, 75, 248-269.
Powers, W. G., & Witt, P. L. (2008). Expanding the framework of communication fidelity theory. Communication Quarterly, 56, 247-267.
Schrodt, P., Witt, P. L., Myers, S. A., Turman, P. D., Barton, M., & Jernberg, K. (2008). Learner empowerment and students’ ratings of instruction as functions of teacher power use in the college classroom. Communication Education, 57, 180-200.
Witt, P. L., Harris, K., Yarhouse, K., Sawyer, C. R., & Behnke, R. R. (2007). Reconceptualizing the teacher-scholar model in university-level communication education. Human Communication, 10, 497-506.
Schrodt, P., Witt, P. L., & Turman, P. D. (2007). Reconsidering the measurement of teacher power use in the college classroom. Communication Education, 56, 308-332.
Witt, P. L., & Schrodt, P. (2006). The influence of instructional technology use and teacher immediacy on student affect for teacher and course. Communication Reports,
19, 1-15.
Witt, P. L., Brown, K. C., Roberts, J. B., Weisel, J., Sawyer, C. R., & Behnke, R. R. (2006). Somatic anxiety patterns of student speakers before, during, and after giving a public speech. Southern Communication Journal, 71, 87-100.
Witt, P. L., & Behnke, R. R. (2006). Anticipatory speech anxiety as a function of public speaking assignment type. Communication Education, 55, 167-177.
Schrodt, P., & Witt, P. L. (2006). Students’ attributions of instructor credibility as a function of students’ expectations of instructional technology use and nonverbal immediacy. Communication Education, 55, 1-20.
McCullough, S. C., Russell, S. G., Behnke, R. R., Sawyer, C. R., & Witt, P. L. (2006). Public speaking state anxiety as a function of body sensations and state of mind. Communication Quarterly, 54, 101-109.
Allen, M., Witt, P. L., & Wheeless, L. R. (2006). The role of teacher immediacy as a motivational factor in student learning: A meta-analysis and causal model. Communication Education, 55, 21-31.
Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184-207. [Winner of the 2005 John E.Hunter Award for outstanding meta-analysis in communication research, International Communication Association, Information Systems Division.]
Witt, P. L. (2004). An initial examination of observed verbal immediacy and participants’ opinions of communication effectiveness in online group interaction. Journal of Online Behavior, 2(1). Available at http://www.behavior.net/JOB/v2n1/witt.html.
Witt, P. L. (2004). Students’ perceptions of teacher credibility and learning expectations in classroom courses with web sites. Community College Journal of Research and Practice, 28, 423-434.
Witt, P. L. (2003). Enhancing classroom courses with Internet technology: Are course web sites worth the trouble? Community College Journal of Research and Practice, 27, 429-438.
Witt, P. L., & Wheeless, L. R. (2001). An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning. Communication Education, 50, 327-342.
Witt, P. L., & Wheeless, L. R. (1999). Nonverbal communication expectancies about
teachers and enrollment behavior in distance learning. Communication Education, 48, 149-154.
Book Chapters
Hunter, J. M., & Witt, P. L. (2007). Internet Relay Chat. In H. Bidgoli (Ed.), Handbook of Computer Networks. New York: John Wiley & Sons, Inc.
Witt, P. L. (2006). Secure communication using Internet Relay Chat. In H. Bidgoli (Ed.), Handbook of Information Security (pp. 87-96). New York: John Wiley & Sons, Inc.
Witt, P. L., Wheeless, L. R., & Allen, M. (2006). The relationship between teacher immediacy and student learning: A meta-analysis. In B. M. Gayle, R. W. Preiss, N. Burrell, & M. Allen (Eds.), Classroom Communication and Instructional Processes: Advances through Meta-analysis (pp. 149-168). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Witt, P. L. (2003). Internet Relay Chat: Communicating online using IRC. In H. Bidgoli (Ed.), The Internet Encyclopedia (pp. 311-319). New York: John Wiley & Sons, Inc.
Manuscripts Under Review
Witt, P. L., Schrodt, P., & Turman, P. D. Teacher immediacy: Connection, community, and classroom learning. In D. Fassett and J. Warren (Eds.), Handbook of Communication and Instruction.
Research in Progress
Witt, P. L., & Kerssen-Griep, J. Investigating the effects of face threat mitigation and immediacy on teacher and student outcomes.
Witt, P. L., & Schrodt, P. The influence of teacher confirmation and student empowerment on student involvement in the classroom.
