Teacher communication activities relevant to student motivation: Classroom facework and instructional communication competence
Teacher communication activities relevant to student motivation: Classroom facework and instructional communication competence
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与学生动机相关的教师沟通活动：课堂面子和教学沟通能力
DOI：
10.1080/03634520109379252
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发表时间：
2001
影响因子：
2.3
通讯作者：
Jeff Kerssen
中科院分区：
文献类型：
--
作者：
Jeff Kerssen
依靠身份管理和学生动机研究之间的跨学科联系，本研究描述了教师的沟通活动，学生在两个研究生预科班确定为面子相关。民族志方法发现7个教学交流活动，在此期间，学生报告说，感觉到他们的一个或多个面子需要解决（即，支持或威胁）。研究结果和现有的研究被引用来证明在这些与脸相关的互动过程中教师的脸支持的积极动机后果。结果扩展了以前的沟通研究的动机，即时性和影响力在课堂上。
Relying on an interdisciplinary link between identity management and student motivation research, this study describes teacher communication activities that students in two graduate preprofessional classrooms identified as face‐relevant. Ethnographic methods found 7 instructional communication activities during which students reported feeling one or more of their face needs addressed (i.e., supported or threatened). Findings and extant research are cited to demonstrate the positive motivational consequences of instructor face‐support during these face‐relevant interactions. Results extend previous communication research on motivation, immediacy, and influence in the classroom.
影响因子：
7.6
作者：
GROLNICK, WS;RYAN, RM
通讯作者：
RYAN, RM
影响因子：
5
作者：
DECI, EL;EGHARRI, H;LEONE, DR
通讯作者：
LEONE, DR