Students’ motives for communicating with their instructors

Martin, Matthew M.; Myers, Scott A.; Mottet, Timothy P.

doi:10.1080/03634529909379163

Cited by 105 publications

(82 citation statements)

References 36 publications

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“…In fact, research on communication has long argued that behaviors are goal-directed and motivational (Rubin, Perse, & Barbato, 1988). Specifically, motives and goals determine the utility of interaction for students (Martin, Myers, & Mottet, 1999) and are exemplified in the content of interaction (Myers & Claus, 2012). Considering interaction in light of underlying motivations is particularly relevant for the student population in this study: those attending two-year colleges.…”

Section: Research-article2015mentioning

confidence: 99%

Interact for What? The Relationship Between Interpersonal Interaction Based on Motivation and Educational Outcomes Among Students in Manufacturing Programs at Two-Year Technical Colleges

Chan

Wang

2015

Community College Review

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Objective: This study explored the relationship between different types of interpersonal interaction, characterized by their underlying motivations, and educational outcomes among students in manufacturing programs at two-year colleges. While there exist several ways to classify interaction, motivation as an inherent attribute that fuels behaviors has been largely neglected. In this study, we developed a nuanced approach to differentiating types of interaction based on students' underlying motivation and further investigated how different forms of interaction are related to educational outcomes. Method: We analyzed the Community College Survey of Student Engagement data and administrative records of 242 students entering manufacturing programs during 2011-2012 at four public two-year technical colleges in Wisconsin. The outcome variables were students' cumulative grade point average (GPA) and their retention/graduation status as of spring 2013. A multiple regression model and a logistic regression model were separately estimated. Results: We found that interaction can be grouped into three categories that represent different underlying motivations: interaction as a response to curricular demands, interaction for broader educational purposes, and interaction for diverse experiences. Interaction for broader educational purposes was positively associated with GPA, but interaction as a response to curricular demands had a negative relationship with GPA. Diversity-related interaction moderated the research-article2015Chan and Wang 27 relationship between college under-preparedness and retention/graduation status. Contributions: This study provides an in-depth examination of interpersonal interaction that is based in the context of students' underlying motivations. Our findings shed fresh and nuanced light on the relationship between motivation-driven interactions and college outcomes, and inform two-year college administrators and instructors as they strive to provide an enriching learning environment where students interact with faculty and peers to not only navigate course requirements but also engage in activities contributing to their broader educational and career goals. Keywords motivation, interpersonal interaction, college student success, community colleges, two-year colleges, manufacturing programs Among voluminous theoretical frameworks and empirical research on college success, the role of interpersonal interaction with institutional agents (e.g., faculty, staff, and peers) in students' cognitive and psychosocial development has garnered substantial interest, though under different terminologies. For example, Astin (1999) argued that interacting with faculty and peers is an effective way of fully involving oneself in the college experience. Chickering and Reisser (1993) regarded social interaction as an indispensable element in college students' psychosocial development that cultivates one's identity. Tinto (1975Tinto ( , 2000 also asserted that how students manage a comfortable and nurturing soc...

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Section: Research-article2015mentioning

confidence: 99%

Interact for What? The Relationship Between Interpersonal Interaction Based on Motivation and Educational Outcomes Among Students in Manufacturing Programs at Two-Year Technical Colleges

Chan

Wang

2015

Community College Review

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“…In addition, 12.3% chose, "To ask about course content" and 3.2% e-mailed, "To appeal or complain about the grade." These reasons have "a stronger link to cognitive learning" [15]. In the end, more than 60% of students contacted their instructors by email to enhance their learning in the courses they were taking.…”

Section: Purposes Determining E-mail Usementioning

confidence: 99%

“…use of instant messaging, the impact of Facebook on studentteacher relations, instructor's email strategies [23], and the characteristics of parent-teacher e-mail use. Some studies have examined the reasons why students use e-mail to communicate with their teachers [15].…”

Section: Introductionmentioning

confidence: 99%

“…Martin et al list three additional reasons for communication, which the authors claimed "may have a stronger link to cognitive learning". These reasons include functional (seeking information about course material and assignments), excusing (attempting to explain problems arising from their own behavior or to contest the teacher's grading), and participating (trying to demonstrate their engagement with the course and understanding of the material) [15]. Shin (2011) found that the primary reason for students' use of e-mail was "procedural or [a] clarification," explaining that " [s]tudents use e-mail to ask their teachers for information about course policies, guidance on specific tasks such as papers and projects, and feedback regarding their performance" (p. 65).…”

Section: Introductionmentioning

confidence: 99%

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Reticence and Communication Preferences in the Classroom: Comparing "E-mail" and "Face-to-face" Interactions

Ha¹,

Shin²,

Lee³

2014

International Journal of Contents

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This study examines underlying factors that influence undergraduate students' willingness to enhance communication with their instructor by comparing the frequency of e-mail and face-to-face interaction between students and instructors. Data was collected through a survey of 322 undergraduate journalism students at a large Midwestern university. The findings showed that the more passive students were in expressing their opinion during the class, the less likely they were to send e-mails to their instructor p < .01) or to communicate with their instructor face-to-face p < .01). The findings also showed that the more students described their personality as "shy," the less likely they were to e-mail their instructor p < .05) or communicate with their instructor face-to-face p < .01). It is noteworthy that the degrees of both passivity and shyness had a more negative effect on the probability of face-to-face interaction than they did on email interaction. In summary, email usage follows similar broader patterns of social interaction, rather than introducing a different trend in communication. This finding implies that the importance of e-mail should not be exaggerated as a communication tool for reticent students.

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“…Emotional traits are not referring to academic or pedagogical skills (the ability to have good lecture) but it refers to the ability to keep as much continuity this significant relationship (Williams, 2003). When a teacher fill these emotional needs of students, creates a safe environment for teaching and sociable within the class (Meyers, 2002). Brown (1971) emphasizes that the teacher who wants to be effective regarding students motivation, (he or she must possess skills that make students to encompasses two aspects-the cognitive and emotional aspects), so this type of teacher gives instructions which point towards integration or combined of cognitive and emotional elements on individual and group learning, and this form of education is completed and motivated.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Teachers on Increasing Student’s Motivation to the Ismail Qemaili High School in the City of Kamenica, Kosovo

Borinca¹,

Maliqi²

2015

PSYCH

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Motivation could be characterized as internal state, that it enlivens, directs and sustains behavior. With regard to schooling, the concept of student motivation is used to explain the extent to which students pay attention to the activities or different exercises, regardless of teaching, or not. Therefore, in the recent years there have been several researches, which among other things are also intended to review and analyze the impact of cognitive and affective aspects of the teachers in raising motivation to the students. The hypotheses are: Effectiveness of teachers only on the cognitive aspect is not enough on increasing student's motivation. While another hypothesis is: A good teacher in affective aspect increase positively the student's motivation. Regarding to the methodology, this study uses quantitative method, specifically descriptive-correlational method and this study belongs to cross-sectional design, as a measuring instrument is used in questionnaire and data processing was done through PSPP. This study included 26 students, conveniently selected from XI/3 grade. The results lead to: The cognitive factor of teachers has an impact on increasing student's motivation. However it does not act alone. It interacts with affective factor in this direction, and affective factor of teachers also has an impact on increasing student's motivation but even here we have its interaction with cognitive factor. So a good teacher should have these two aspects developed to be effective in raising student's motivation, while, with regard to gender and residence it has not yet significant differences, although to gender there exists an upward tendency towards them.

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Students’ motives for communicating with their instructors

Cited by 105 publications

References 36 publications

Interact for What? The Relationship Between Interpersonal Interaction Based on Motivation and Educational Outcomes Among Students in Manufacturing Programs at Two-Year Technical Colleges

Interact for What? The Relationship Between Interpersonal Interaction Based on Motivation and Educational Outcomes Among Students in Manufacturing Programs at Two-Year Technical Colleges

Reticence and Communication Preferences in the Classroom: Comparing "E-mail" and "Face-to-face" Interactions

The Influence of Teachers on Increasing Student’s Motivation to the Ismail Qemaili High School in the City of Kamenica, Kosovo

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