Memorable Messages in Times of Uncertainty: Communicative Strategies to Encourage Motivation and Connection

Autor/inn/en	Kaufmann, Renee; Vallade, Jessalyn I.; Frisby, Brandi N.
Titel	Memorable Messages in Times of Uncertainty: Communicative Strategies to Encourage Motivation and Connection
Quelle	In: Communication Education, 70 (2021) 3, S.288-306 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaufmann, Renee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2021.1904144
Schlagwörter	Communication Strategies; Student Motivation; Teacher Student Relationship; COVID-19; Pandemics; Social Support Groups; College Students; College Faculty; Computer Mediated Communication; Memory + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Collegestudent; Fakultät; Computerkonferenz; Gedächtnis
Abstract	In times of uncertainty, the messages we receive can be long-lasting and influential. This study sought to understand what memorable messages students recalled receiving from their instructors at the start of the COVID-19 pandemic and what kind of impact those messages had on them. Based on open-ended responses, students (N = 297) recalled emotional support messages most frequently, followed by motivational, solidarity/unifying, compliment/praise, and tangible/informational support messages. Students described how these messages influenced them in a variety of ways, including impacts on their motivation and performance, the instructor-student relationship, and their level of confidence and morale. The majority of these messages had the most significant associations with perceptions of the instructor-student relationship. Results highlight the influential role of instructor messages and provide important implications for instructors' future communication practices, whether in times of uncertainty or stability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01