Instructor Clarity and Student Motivation: Academic Performance as a Product of Students' Ability and Motivation to Process Instructional Material

Autor/inn/en	Bolkan, San; Goodboy, Alan K.; Kelsey, Dawn M.
Titel	Instructor Clarity and Student Motivation: Academic Performance as a Product of Students' Ability and Motivation to Process Instructional Material
Quelle	In: Communication Education, 65 (2016) 2, S.129-148 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2015.1079329
Schlagwörter	Student Motivation; Video Technology; Lecture Method; Scores; Comparative Analysis; Academic Achievement; Cognitive Ability; Tests; Prediction; Regression (Statistics); Communications; Undergraduate Students; College Faculty; Teacher Student Relationship; Teacher Effectiveness; Student Attitudes + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Denkfähigkeit; Examination; Prüfung; Examen; Vorhersage; Regression; Regressionsanalyse; Nachrichtenwesen; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten
Abstract	This study tested the notion that the effect of instructor clarity on learning is conditioned upon students' motivation. We randomly assigned 128 participants to a video of a clear or an unclear lecture and asked them to report their motivation to deeply process lecture material. Results indicated that even with clear instruction, test scores were not increased when students' motivation to process was low. However, when students' motivation to process was high, motivation interacted with instructor clarity to increase test scores. Under conditions of high clarity, participants who were highly motivated to think deeply about the lecture scored 71% compared with their less motivated counterparts who scored 49%--the academic difference between a passing and a failing grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01