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Integrating Mediated Reflexivity in the Classroom to Build Positive Communication and Well-Being

Jennifer K. Ptacek et al.

Business and Professional Communication Quarterly2026https://doi.org/10.1177/23294906251406938article
ABDC C
Weight
0.50

What the paper says

We address postpandemic student stress by exploring the integration of mediated-reflexivity assignments to foster positive communication and enhance well-being. The three-part assignment—student reflection, instructor feedback, and final student response—builds on critical reflexivity and positive communication principles. Findings suggest that this assignment improves student engagement, retention, and critical thinking. Students reported a deeper understanding of course concepts and improved real-life application. Instructors benefit from connecting personally with students, adjusting lesson plans based on reflections, and fostering an inclusive, supportive classroom environment. The technique offers a scalable, flexible approach to enhance student learning and well-being.

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Cite this paper

https://doi.org/https://doi.org/10.1177/23294906251406938

Or copy a formatted citation

@article{jennifer2026,
  title        = {{Integrating Mediated Reflexivity in the Classroom to Build Positive Communication and Well-Being}},
  author       = {Jennifer K. Ptacek et al.},
  journal      = {Business and Professional Communication Quarterly},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.1177/23294906251406938},
}

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Integrating Mediated Reflexivity in the Classroom to Build Positive Communication and Well-Being

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.