Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn
Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn
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维持学习的欲望：与学生参与和学习动机相关的感知教学面子的维度
DOI：
10.1080/10570310309374779
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发表时间：
2003
影响因子：
1.1
通讯作者：
April R. Trees
中科院分区：
文献类型：
--
作者：
Jeff Kerssen;Jon A. Hess;April R. Trees
关于学生学习动机的教学沟通研究通常未能解释沟通影响学习动机的机制，而心理学和教育学中的动机理论几乎只关注认知和结构解释。针对跨学科的迫切性，本研究解释并测试了一种机制，通过该机制，教学沟通的面子工作维度（特别是教师对学生工作的反馈）解决了重要的学习者身份需求，从而预测了学生的内在学习动机，互动参与和任务掌握方向。研究发现，指导性面部支持可以预测每一个测试结果，团结和机智的面部工作通常是最好的具体预测因素。讨论扩展了现有的研究和理论课堂沟通的影响，学生的动机和参与。
Instructional communication research about student motivation generally fails to explain the mechanism by which communication influences learning motivations, while motivational theories in psychology and education focus almost exclusively on cognitive and structural explanations. Addressing that interdisciplinary exigency, this study explains and tests a mechanism by which the facework dimension of instructional communication (specifically teacher feedback about student work) addresses important learner identity needs and thus predicts students’ intrinsic learning motivations, interaction involvement, and task‐mastery orientation toward their schooling. Instructional face‐support was found to predict each of the outcomes tested, with solidarity and tact facework as generally the best specific predictors. The discussion extends existing research and theory about classroom communication's influence on student motivations and involvement.
影响因子：
7.6
作者：
GROLNICK, WS;RYAN, RM
通讯作者：
RYAN, RM