The Effects of Source Expertise and Feedback Valence on Intrinsic Motivation

Cusella, Louis P.

doi:10.1111/j.1468-2958.1982.tb00680.x

Cited by 32 publications

(16 citation statements)

References 42 publications

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“…In addition, Christophel determined that perceived teacher immediacy behaviors modified students' motivation to study and that, in turn, modified learning. In another study, source expertise was found to contribute to reported intrinsic motivation to perform a task (Cusella, 1982). Cusella's (1982) findings are consistent with Wlodkowski's (1978) recommendation of being an expert in what one teaches as a means to increase student motivation.…”

Section: -Frymier and Thompsonsupporting

confidence: 69%

“…In another study, source expertise was found to contribute to reported intrinsic motivation to perform a task (Cusella, 1982). Cusella's (1982) findings are consistent with Wlodkowski's (1978) recommendation of being an expert in what one teaches as a means to increase student motivation. Since credibility has been shown to be related to student learning, it would be expected that teacher credibility would have a positive relationship with student motivation to study.…”

Section: -Frymier and Thompsonsupporting

confidence: 69%

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Perceived teacher affinity‐seeking in relation to perceived teacher credibility

Frymier

Thompson

1992

Communication Education

131

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This study investigated the relationship between teachers' use of Bell and Daly's affinity-seeking strategies and students' perceptions of teacher credibility (competence and character) in the classroom. The associations among students' motivation to study, teachers' perceived credibility, and teachers' perceived use of affinity-seeking strategies also were investigated. Results indicated that several affinity-seeking strategies were positively and significantly associated with competence and character, indicating that use of affinity-seeking in the classroom may assist in the development of teacher credibility. Perceptions of teacher credibility and teachers' use of affinity-seeking strategies also were found to be positively and significantly associated with students' motivation to study. The purpose of this study was to investigate teacher communication strategies that enhance student perceptions of teacher credibility in the classroom. Specifically, we were interested in the potential use of the behaviors represented by Bell and Daly's (1984) affinity-seeking techniques as means for increasing students' perceptions of teachers' credibility in the classroom-that is, perceptions of their competence and character (McCroskey & Young, 1981)-and the relationship of these teacher communication behaviors with student motivation.While there is evidence that increasing a teacher's credibility has a positive impact on learning outcomes for students (Andersen, 1972(Andersen, , 1973Beatty & Zahn, 1990;Dempsey, 1975;Wheeless, 1974aWheeless, , 1974bWheeless, , 1975, there is comparatively little research that provides teachers with advice or strategies to increase their credibility. Rubin and Feezel (1986) found teacher credibility and teacher effectiveness were best predicted by the communicator style variables of impression leaving and relaxed. Also, Beatty and Behnke (1980), investigating the impact of consistent verbal and nonverbal messages on teacher credibility, found that consistent messages led to perceptions of greater character; however, the same relationship was not found for the competence dimension of credibility. Positive vocal cues appeared to be more predictive of competence. While this research contributed to educators' understanding of how to be perceived as a credible teacher, the need persists for additional strategies for enhancing credibility in the classroom.A possible means for increasing a teacher's credibility in the classroom is to employ affinity-seeking strategies with students. "Affinity," first introduced as an interpersonal communication construct by McCroskey and Wheeless (1976), is "a positive attitude toward another person" (p. 231), including positive perceptions of credibility, attraction, and similarity. McCroskey and Wheeless advanced seven techniques they believed would assist in affinity development:

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Section: -Frymier and Thompsonsupporting

confidence: 69%

Section: -Frymier and Thompsonsupporting

confidence: 69%

Perceived teacher affinity‐seeking in relation to perceived teacher credibility

Frymier

Thompson

1992

Communication Education

131

View full text Add to dashboard Cite

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“…As attention is limited, most addressees pay attention to moderate levels of goals (i.e., task motivation; Kluger & DeNisi, 1996). Thus, positive feedback may be more persuasive than negative feedback, because the former provides an affirmation of competence in respondents (Cusella, 1982;Henderlong & Lepper, 2002). Furthermore, a recent addition to FIT also states that control over feedback (i.e., autonomy) is an important predictor of feedback effectiveness (Alder, 2007).…”

Section: Feedback and Motivationmentioning

confidence: 99%

How feedback boosts motivation and play in a brain-training game

Burgers

Eden

Engelenburg

et al. 2015

Computers in Human Behavior

189

120

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a b s t r a c tGames are important vehicles for learning and behavior change as long as players are motivated to continue playing. We study the impact of verbal feedback in stimulating player motivation and future play in a brain-training game. We conducted a 2 (feedback valence: positive vs. negative) Â 3 (feedback type: descriptive, comparative, evaluative) between-subjects experiment (N = 157, 69.4% female, M age = 32.07). After playing a brain-training game and receiving feedback, we tapped players' need satisfaction, motivation and intention to play the game again. Results demonstrate that evaluative feedback increases, while comparative feedback decreases future game play. Furthermore, negative feedback decreases players' feeling of competence, but also increases immediate game play. Positive feedback, in contrast, satisfies competence and autonomy needs, thereby boosting intrinsic motivation. Negative feedback thus motivates players to repair poor short-term performances, while positive feedback is more powerful in fostering long-term motivation and play.

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“…Feedback research indicates that the source of the feedback is a major determinant of recipient responses to the feedback (Cusella, 1982;Fedor, 1991;Ilgen et al, 1979). In the case of CPM, the computer compiles performance information and then may either provide that information directly to the employee or to the employee's supervisor who, in turn, may provide feedback to the employee either via computer or via face-to-face communication.…”

Section: Feedback Sourcementioning

confidence: 99%

Examining the relationship between feedback and performance in a monitored environment: A clarification and extension of feedback intervention theory

Alder

2007

The Journal of High Technology Management Research

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The Effects of Source Expertise and Feedback Valence on Intrinsic Motivation

Cited by 32 publications

References 42 publications

Perceived teacher affinity‐seeking in relation to perceived teacher credibility

Perceived teacher affinity‐seeking in relation to perceived teacher credibility

How feedback boosts motivation and play in a brain-training game

Examining the relationship between feedback and performance in a monitored environment: A clarification and extension of feedback intervention theory

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