12 research outputs found
Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn
Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment
Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?
Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?
The Power of Provisional/Immediate Language Revisited: Adding Student Personality Traits to the Mix
Previous research found that relatively minor changes in the wording of written assessments can influence students\u27 motivation and affect toward the teacher. Not considered previously, however, is the role that student personality traits might play. Are the observed effects consistent across various personality types, or are different personality types affected differently by the same teacher behaviors? This study takes a first step toward answering that question, replicating the previous written feedback style research while adding the dimension of student personality traits to the investigation. The results suggest that the treatment may not be effective for those with high extroversion, low conscientiousness, and low neuroticism. When those cases were excluded from the analysis, the variance accounted for increased substantially, supporting the notion that efficacy of the teacher behaviors is, in part, dependent on student personality traits. Ā© 2013 Copyright Eastern Communication Association