INSTRUCTOR CARING: USING SELF-DETERMINATION THEORY TO UNDERSTAND PERCEPTIONS, MEASUREMENT, AND IMPACT OF INSTRUCTOR CARING ON MOTIVATION AND LEARNING IN ONLINE CONTEXTS
INSTRUCTOR CARING: USING SELF-DETERMINATION THEORY TO UNDERSTAND PERCEPTIONS, MEASUREMENT, AND IMPACT OF INSTRUCTOR CARING ON MOTIVATION AND LEARNING IN ONLINE CONTEXTS
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教师关怀：运用自决理论来理解教师关怀对在线环境中动机和学习的感知、衡量和影响
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. J. Lawrence
中科院分区：
文献类型：
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作者：
A. J. Lawrence
论文导师关怀的影响：使用自决理论来理解导师关怀对在线环境中的动机和学习的感知、测量和影响 某一年注册的至少三分之一的大学生至少修读一门在线授课率超过 80% 的课程（Allen & Seaman，2015）。这一数字在过去十年内从 10% 的学生有所增加。鉴于这种增长，在这方面进行教学传播研究的需求也随之增长。在网络环境中很少受到关注的一种观念是感知到的教师关怀。有爱心的教师被认为是关心、敏感、不以自我为中心，并且把学生的最大利益放在心上（McCroskey & Teven，1999）。关爱有可能影响学生成功的各个方面，但在在线学习研究中的应用有限。自我决定理论（Deci & Ryan，1985）使用术语“关联性”，并评估对动机的影响；然而，这在在线环境中的应用也很少。在自我决定理论的指导下，本论文的目的是探讨在线教育环境中对教师关怀的看法，比较学生和教师对教师关怀的看法，探索中介教师关怀的测量，并测试中介模型，提出感知的教师关怀、自主性和能力以动机和情感作为中介影响感知的认知学习。为此，作者进行了两项混合方法研究，以比较教师和学生对关怀的看法，验证关怀的测量，并测试模型。研究结果旨在提高对这些结构如何在在线学习环境中运作的理解，评估在线环境中使用的自我决定理论，并指导未来在各种教学交流环境中的研究。
OF DISSERTATION INSTRUCTOR CARING: USING SELF-DETERMINATION THEORY TO UNDERSTAND PERCEPTIONS, MEASUREMENT, AND IMPACT OF INSTRUCTOR CARING ON MOTIVATION AND LEARNING IN ONLINE CONTEXTS At least one third of college students enrolled in a given year take at least one course that is 80%+ online delivery (Allen & Seaman, 2015). This number has increased from 10% of students just within the last decade. Given this increase, the need for instructional communication research in this context has also grown. One construct that has had little attention in online settings is that of perceived instructor caring. Caring instructors are perceived as concerned, sensitive, not selfcentered, and having students’ best interests at heart (McCroskey & Teven, 1999). Caring has the potential to impact various aspects of student success, but has seen limited application in online learning research. Self-determination theory (Deci & Ryan, 1985) uses the term relatedness, and assess the impact on motivation; however, this has also been applied very little in online settings. Guided by self-determination theory, the purpose of this dissertation is to explore perceptions of instructor caring in online education environments, to compare student and faculty views of instructor caring, explore the measurement of mediated instructor caring, and to test a mediation model proposing that perceived instructor caring, autonomy, and competence impacts perceived cognitive learning with motivation and affect as mediators. To do this, the author conducted two mixed-methods studies to compare instructor and student perceptions of caring, validate the measurement of caring, and test the model. Findings seek to improve understanding of how these constructs operate in online learning contexts and to assess self-determination theory for use in online settings, as well as to guide future research in various contexts of instructional communication.
影响因子：
7.6
作者：
Williams, GC;Deci, EL
通讯作者：
Deci, EL