Teacher antagonism: reducing students’ sustained attention through decreased affect toward instructors and diminished motivation to learn

IF 0.9 Q3 COMMUNICATION COMMUNICATION EDUCATION Pub Date : 2022-05-06 DOI:10.1080/03634523.2022.2070771

San Bolkan, Alan K. Goodboy, Matt Shin, Rebekah M. Chiasson

引用次数: 1

Abstract

ABSTRACT This study was conducted to model how teacher misbehaviors associate with reductions in students’ sustained attention. Participants (N = 423 college students) responded to measures of their perceptions of teacher antagonism, affect for their instructor, intrinsic motivation to learn, and sustained attention throughout the semester. Results of a path analysis indicated that teacher antagonism did not impact students’ sustained attention directly or indirectly through their affect for the instructor or intrinsic motivation (individually, as simple indirect effects). Rather, results from a serial multiple mediator model demonstrated that the effect of teacher antagonism on students’ sustained attention occurred through a reduction in affect for their instructor and, in turn, a reduction in intrinsic motivation to learn. Results are discussed with regard to the potential impact on student learning and best practices in the classroom.

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教师对抗:通过减少对教师的影响和减少学习动机来减少学生的持续注意力

本研究旨在模拟教师不当行为与学生持续注意力下降之间的关系。参与者(N = 423名大学生)对他们对教师对抗的看法、对教师的影响、学习的内在动机和整个学期的持续关注做出了回应。通径分析的结果表明，教师对抗并不直接或间接地通过学生对教师或内在动机的影响(单独地，作为简单的间接影响)影响学生的持续注意力。相反，一系列多重中介模型的结果表明，教师对抗对学生持续注意力的影响是通过减少对教师的影响而发生的，进而减少了学习的内在动机。结果讨论了对学生学习的潜在影响和课堂上的最佳实践。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues

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