Research Publications
Edited Books
Graham, E. E., & Mazer, J. P. (Eds.) (2020). Communication research measures III: A sourcebook. New York: Routledge.
Mazer, J. P. (Ed.). (2019). Communication and social media. New York: Oxford University Press.
Textbooks
Seiler, W. J., Beall, M. L., & Mazer, J. P. (2020). Communication: Making connections (11th ed.). Boston: Pearson.
Seiler, W. J., Beall, M. L., & Mazer, J. P. (2017). Communication: Making connections (10th ed.). Boston: Pearson.
Seiler, W. J., Beall, M. L., & Mazer, J. P. (2014). Communication: Making connections (9th ed.). Boston: Pearson.
Refereed Journal Articles
Taylor, S. H., Ledbetter, A. M., & Mazer, J. P. (2020). Initial specification and empirical test of media enjoyment theory. Communication Research, 47, 1246-1271.
Cranmer, G. A., Gagnon, R. J., & Mazer, J. P. (2020). Division-I student-athletes' affective and cognitive responses to receiving confirmation from their head coach. Communication & Sport, 8, 262-285.
Kirkwood, G., Payne, H. J., & Mazer, J. P. (2019). Collective trolling as a form of organizational resistance: Analysis of the #JusticeForBradsWife Twitter campaign. Communication Studies, 70, 332-351.
Boatwright, B. C., Mazer, J. P., & Beach, S. (2019). The 2016 U.S. presidential election and transition events: A social media volume and sentiment analysis. Southern Communication Journal, 84, 196-209.
Crocker, S. G., & Mazer, J. P. (2019). Associations among community college students’ technology apprehension and achievement emotions in developmental education courses. Technology, Pedagogy and Education, 28, 37-52.
Jenkins, A. S., & Mazer, J. P. (2018). #NotOkay: Stories of sexual assault in the midst of the 2016 U.S. presidential election. Qualitative Research Reports in Communication, 19, 9-17.
Payne, H. J., Jerome, A. M., Thompson, B., & Mazer, J. P. (2018). Relationship building and message planning: An exploration of media challenges and strategies used during school crises at the P-12 level. Public Relations Review, 44, 820-828.
Mazer, J. P., & Thompson, B. (2018). Student academic support in the smartphone era: Changes in mode selection. International Journal of Quantitative Research in Education, 4, 208-217.
Thompson, B., Jerome, A. M., Payne, H. J., Mazer, J. P., Kirby, E. G., & Pfohl, W. (2017). Analyzing post-crisis challenges and strategies associated with school shootings: An application of discourse of renewal theory. Communication Studies, 68, 533-551.
Mazer, J. P. (2017). Students' discrete emotional responses in the classroom: Unraveling relationships with interest and engagement. Communication Research Reports, 34, 359-367.
Thompson, B., Mazer, J. P., Payne, H. J., Jerome, A. M., Kirby, E. G., & Pfohl, W. (2017). Social media and active shooter events: A school crisis communication challenge. Qualitative Research Reports in Communication, 18, 8-17.
Mazer, J. P. (2017). Associations among classroom emotional processes, student interest, and engagement: A convergent validity test. Communication Education, 66, 350-360.
Mazer, J. P., Dutchak, I., & Thatcher, J. B. (2017). Social media listening and Title IX training crisis: Implications for discourse of renewal. Communication Teacher, 31, 125-130.
Mazer, J. P., & Thompson, B. (2017). The validity of the Parental Academic Support Scale: Associations among relational and family involvement outcomes. International Journal of Quantitative Research in Education, 4, 120-132.
Boatwright, B. C., & Mazer, J. P. (2017). Developing discourse of renewal during a campus crisis. Communication Teacher, 31, 41-46.
Linvill, D. L., Mazer, J. P., & Boatwright, B. C. (2016). Need for cognition as a mediating variable between aggressive communication traits and tolerance for disagreement. Communication Research Reports, 33, 363-369.
Mazer, J. P., & Thompson, B. (2016). Parental academic support: A validity report. Communication Education, 65, 213-221.
Mazer, J. P., & Stowe, S. A. (2016). Can teacher immediacy reduce the impact of verbal aggressiveness? Examining effects on student outcomes and perceptions of teacher credibility. Western Journal of Communication, 80, 21-37.
Ledbetter, A. M., Taylor, S. H., & Mazer, J. P. (2016). Enjoyment fosters media use frequency and determines its relational outcomes: Toward a synthesis of uses and gratifications theory and media multiplexity theory. Computers in Human Behavior, 54, 149-157.
Titsworth, S., Mazer, J. P., Goodboy, A. K., Bolkan, S., & Myers, S. A. (2015). Two meta-analyses exploring the relationship between teacher clarity and student learning. Communication Education, 64, 385-418.
Mazer, J. P., Thompson, B., Cherry, J., Russell, M., Payne, H. J., Kirby, E. G., & Pfohl, W. (2015). Communication in the face of a school crisis: Examining the volume and content of social media mentions during active shooter incidents. Computers in Human Behavior, 53, 238-248.
Mazer, J. P., & Graham, E. E. (2015). Measurement in instructional communication research: A decade in review. Communication Education, 64, 208-240.
Thompson, B., Mazer, J. P., & Grady, E. F. (2015). The changing nature of parent-teacher communication: Mode selection in the smartphone era. Communication Education, 64, 187-207.
Mazer, J. P., McKenna-Buchanan, T., Quinlan, M. M., & Titsworth, S. (2014). The dark side of emotion in the classroom: Emotional processes as mediators of teacher communication behaviors and student negative emotions. Communication Education, 63, 149-168.
Ledbetter, A. M., & Mazer, J. P. (2014). Do online communication attitudes mitigate the association between Facebook use and relational interdependence?: An extension of media multiplexity theory. New Media & Society, 16, 806-822.
Mazer, J. P. (2013). From apologia to farewell: Dan Rather, CBS News, and image restoration following the 60 Minutes 'Memogate' scandal. Ohio Communication Journal, 51, 168-185.
Mazer, J. P., Simonds, C. J., & Hunt, S. K. (2013). Assessing evaluation fidelity: An examination of student comments and scores on speech self-evaluation forms in a general education communication course. Ohio Communication Journal, 51, 1-28.
Mazer, J. P. (2013). Student emotional and cognitive interest as mediators of teacher communication behaviors and student engagement: An examination of direct and interaction effects. Communication Education, 62, 253-277.
Mazer, J. P. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education, 62, 86-96.
Mazer, J. P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64, 125-140.
Mazer, J. P., Barnes, K., Grevious, A., & Boger, C. (2013). Coach verbal aggression: A case study examining effects on athlete motivation and perceptions of coach credibility. International Journal of Sport Communication, 6, 203-213.
Titsworth, S., McKenna, T., Mazer, J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers' behaviors influence students' enjoyment, hope, and pride? Communication Education, 62, 191-209.
Linvill, D. L., & Mazer, J. P. (2013). The role of student aggressive communication traits in the perception of instructor ideological bias in the classroom. Communication Education, 62, 48-60.
Mazer, J. P. (2012). Development and validation of the student interest and engagement scales. Communication Methods and Measures, 6, 99-125.
Mazer, J. P., & Titsworth, S. (2012). Passion and preparation in the basic course: The influence of students' ego-involvement with speech topics and preparation time on public speaking grades. Communication Teacher, 26, 236-251.
Mazer, J. P., & Ledbetter, A. M. (2012). Online communication attitudes as predictors of problematic Internet use and well-being outcomes. Southern Communication Journal, 77, 403-419.
Thompson, B., & Mazer, J. P. (2012). Development of the parental academic support scale: Frequency, importance, and modes of communication. Communication Education, 61, 131-160.
Mazer, J. P., & Hunt, S. K. (2012). Tracking plagiarism electronically: First-year students' perceptions of academic dishonesty and reports of cheating behavior in the basic communication course. International Journal for Educational Integrity, 8, 57-68.
Mazer, J. P., Simonds, C. J., & Hunt, S. K. (2012). Application essays as an effective tool for assessing instruction in the basic communication course: A follow-up study. Journal of the Scholarship of Teaching and Learning, 12, 29-42.
James, Z. R., & Mazer, J. P. (2012). Personality, communication apprehension, and Facebook: A study of well-being and relational closeness outcomes. International Journal of Arts & Sciences, 5, 125-146.
Mazer, J. P., & Thompson, B. (2011). The validity of the Student Academic Support Scale: Associations with social support and relational closeness. Communication Reports, 24, 74-85.
Li, L., Mazer, J. P., & Ju, R. (2011). Resolving international teaching assistant language inadequacy through dialogue: Challenges and opportunities for clarity and credibility. Communication Education, 60, 461-478.
Mazer, J. P., & Thompson, B. (2011). Student academic support: A validity test. Communication Research Reports, 28, 214-224.
Graham, E. E., & Mazer, J. P. (2011). The interpersonal competence development project: The intersection of theory and practice. Communication Teacher, 25, 159-165.
Norander, S., Mazer, J. P., & Bates, B. R. (2011). 'D.O. or Die': Identity negotiation among osteopathic medical students. Health Communication, 26, 59-70.
Ledbetter, A. M., Mazer, J. P., DeGroot, J. M., Meyer, K. R., Mao, Y., & Swafford, B. (2011). Attitudes toward online social connection and self disclosure as predictors of Facebook communication and relational closeness. Communication Research, 38, 27-53.
Linvill, D. L., & Mazer, J. P. (2011). Perceived ideological bias in the college classroom and the role of student reflective thinking: A proposed model. Journal of the Scholarship of Teaching and Learning, 11, 90-101.
Titsworth, S., Quinlan, M. M., & Mazer, J. P. (2010). Emotion in teaching and learning: Development and validation of the classroom emotions scale. Communication Education, 59, 431-452.
Thompson, B., & Mazer, J. P. (2009). College student ratings of student academic support: Frequency, importance, and modes of communication. Communication Education, 58, 433-458.
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34, 175-183.
Bates, B. R., Mazer, J. P., Ledbetter, A. M., & Norander, S. (2009). The DO difference: An analysis of causal relationships affecting the degree-change debate. The Journal of the American Osteopathic Association, 109, 359-369.
Mazer, J. P., & Hunt, S. K. (2008). 'Cool' communication in the classroom: A preliminary examination of student perceptions of instructor use of positive slang. Qualitative Research Reports in Communication, 9, 20-28.
Mazer, J. P., & Hunt, S. K. (2008). The effects of instructor use of positive and negative slang on student motivation, affective learning, and classroom climate. Communication Research Reports, 25, 44-55.
Mazer, J. P., Hunt, S. K., & Kuznekoff, J. H. (2008). Revising general education: Assessing a critical thinking instructional model in the basic communication course. The Journal of General Education, 56, 173-199.
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on 'Facebook': The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56, 1-17. [Top downloaded and cited article in Communication Education. Awarded the 2017 Distinguished Article Award from the National Communication Association's Instructional Development Division]
Mazer, J. P., Graham, E. E., & Bugeja, M. (2007). Faculty, students, and Facebook: Questions and considerations for ombuds in a technological age. The Journal of the California Caucus of College and University Ombuds, 9, 21-29. LinksCommunication Education Basic Communication Course Annual Social Media Listening Center
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