Students\u27 propensity to ask questions: Do cognitive flexibility, teacher self-disclosure, student motives to communicate, and affective learning influence question asking in the classroom?

The goal of this study was to examine if cognitive flexibility, teacher self-disclosure, student motives to communicate and affective learning influence question asking in the classroom. Results from semi-structured interviews indicated that students ask questions for clarity, teacher behaviors, participation reasons, other students, and class size. Furthermore, cognitive flexibility and the participatory student motive to communicate predicted student question asking in the classroom. Results are discussed in relation to the classroom