Perceived teacher affinity‐seeking in relation to perceived teacher credibility

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Abstract
This study investigated the relationship between teachers' use of Bell and Daly's affinity‐seeking strategies and students' perceptions of teacher credibility (competence and character) in the classroom. The associations among students' motivation to study, teachers' perceived credibility, and teachers’ perceived use of affinity‐seeking strategies also were investigated. Results indicated that several affinity‐seeking strategies were positively and significantly associated with competence and character, indicating that use of affinity‐seeking in the classroom may assist in the development of teacher credibility. Perceptions of teacher credibility and teachers' use of affinity‐seeking strategies also were found to be positively and significantly associated with students' motivation to study.