Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?
Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?
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教学反馈 II：教师即时提示和面部表情策略如何相互作用来预测学生的动机和公平感？
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Paul L. Witt
中科院分区：
文献类型：
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作者：
Jeff Kerssen;Paul L. Witt
在反馈干预（fi）中，教师可能会在指导学生学习或与他们保持有效的关系之间感到纠结。现有的研究表明，教学交流如何实现这两种结果。本研究考察了特定的教学行为是如何增强或削弱学生的学习动机和公平感的。实际的面部威胁缓解（FTM）策略和教师非语言即时性（TNI）线索以不同的组合进行操纵，以管理FI情况，对结果变量产生不同的影响。多变量分析发现，FTM和TNI在学生学习动机方面存在主效应和显著的交互效应，但仅在学生对互动公平的感知方面存在主效应。理论和教学意义讨论了根据自决，脸工作，方法回避，和反馈干预理论。
During feedback interventions (FIs), instructors may feel torn between directing students’ learning or maintaining productive rapport with them. Existing research suggests how instructional communication can achieve both outcomes. This study examined how students’ motivation to learn and perceptions of fairness were enhanced or eroded via particular instructional behaviors. Actual face-threat mitigation (FTM) tactics and teacher nonverbal immediacy (TNI) cues were manipulated in differing combinations to manage an FI situation, with varying effects on the outcome variables. Multivariate analysis detected main effects and a significant interaction effect between FTM and TNI regarding students’ motivation to learn, but main effects only for their perceptions of interactional fairness. Theoretical and pedagogical implications are discussed in light of self-determination, facework, approach-avoidance, and feedback intervention theories.