The Effects of Instructor Credibility, Grade Incentives, and Framing of a Technology Policy on Students’ Intent to Comply and Motivation to Learn
The Effects of Instructor Credibility, Grade Incentives, and Framing of a Technology Policy on Students’ Intent to Comply and Motivation to Learn
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教师可信度、成绩激励和技术政策框架对学生遵守意愿和学习动机的影响
作者：
Kelsey P. Moore;A. Richards
本实验评估了教师可信度（低或高）是否调节了技术政策的等级激励（奖励或惩罚）和优势框架（获得或损失）对学生遵守意图和学习动机的影响。结果表明，可信度增加了学习的动机。显着的调节调解被发现：三方互动影响的意图遵守，和学习的动机作为中介的态度对政策。具体而言，当教学大纲采用相反的框架激励结构（即，赏罚分明，赏罚分明。
This experiment assessed whether instructor credibility (low or high) moderated the effects of grade incentives (rewards or punishment) and advantage framing (gain or loss) of technology policies on students’ intent to comply and motivation to learn. Results indicate that credibility increased motivation to learn. Significant moderated moderated mediation was found: a three-way interaction affected both intent to comply, and motivation to learn as mediated by attitude toward the policy. Specifically, credibility positively influenced learning outcomes via attitude when the syllabus used opposing frame-incentive structure (i.e., gain-framed punishment and loss-framed reward).
评估正强化和负强化对任务依从性的单独和综合影响。
影响因子：
2.9
作者：
Bouxsein,KellyJ;Roane,HenryS;Harper,Tara
通讯作者：
Harper,Tara