A study explored student perceptions of how instructors of the speech communication basic course utilize affinity-seeking strategies to establish a communication climate in the classroom. Subjects were 147 undergraduate students enrolled in the basic course at a large midwestern university. Each subject was asked to complete two instruments: (1) the affinity-seeking strategy scale modified by J. C. McCroskey and L. L. McCroskey (1986); and (2) the Communication Climate Questionnaire (E. R. Hays 1970). Results indicated that a significant relationship exists between the perceived use of affinity-seeking strategies and the establishment of classroom communication climate. Students who perceived a positive communication climate reported a more frequent use of affinity-seeking strategies by their instructors. It was discovered that basic course instructors utilize 19 of the 25 affinity-seeking strategies, but rarely use the strategies of concede control, inclusion of others, influence perceptions of closeness, openness, reward association, and self-inclusion. Trustworthiness emerged as the most significant predictor of classroom climate. This indicates, perhaps, that teacher credibility is an important factor in student perceptions of the formation of classroom climate. Students who trust their instructors are invariably more likely to perceive other positive attributes as well. (Contains 33 references and three tables of data.) (Author/TB)

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