Article2003

Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn

Jeff Kerssen‐Griep · Jon A. Hess · April R. Trees

100 citations0/0 files storedWestern Journal of Communication

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Communication in Education and Healthcare Education, Achievement, and Giftedness Student Assessment and Feedback

Abstract

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.

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References

2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.1985Intrinsic Motivation and Self-Determination in Human Behavior 1988Intrinsic Motivation and Self-Determination in Human Behavior 1986Experience and Education 1987Politeness : Some Universals in Language Usage 1987Politeness 1988A social-cognitive approach to motivation and personality.1988The Constitution of Society.

Cited by

2010Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility 2007The Relationship Between Perceived Instructor Aggressive Communication and College Student Involvement 2016Students’ Perceptions of Oral Screencast Responses to Their Writing 2012Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility 2021Mitigating oral corrective feedback through linguistic strategies and smiling 2013Perceived channel efficiency and motivation and orientation of information seeking as predictors of media dependency

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