Perceived Instructor Argumentativeness, Verbal Aggressiveness, and Classroom Communication Climate in Relation to Student State Motivation and Math Anxiety

Autor/inn/en	Lin, Yang; Durbin, James M.; Rancer, Andrew S.
Titel	Perceived Instructor Argumentativeness, Verbal Aggressiveness, and Classroom Communication Climate in Relation to Student State Motivation and Math Anxiety
Quelle	In: Communication Education, 66 (2017) 3, S.330-349 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2016.1245427
Schlagwörter	Classroom Communication; Student Motivation; Teacher Behavior; Persuasive Discourse; Student Attitudes; Mathematics Teachers; Statistics; Mathematics Anxiety; Classroom Environment; Hypothesis Testing; Verbal Communication; Likert Scales; Correlation; College Students; Student Surveys; College Faculty + Suchen Sie Ihr Suchwort? Klassengespräch; Schulische Motivation; Teacher behaviour; Lehrerverhalten; Persuasion; Persuasive Kommunikation; Schülerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Statistik; Klassenklima; Unterrichtsklima; Hypothesenprüfung; Hypothesentest; Likert-Skala; Korrelation; Collegestudent; Schülerbefragung; Fakultät
Abstract	This study examined how student perceptions of math/statistics instructors' argumentativeness and verbal aggressiveness are related to student perceptions of classroom communication climate, student state motivation, and student math anxiety. A total of 216 completed questionnaires were returned by the student participants (96 males and 120 females). Results supported four of the seven research hypotheses and partially support another research hypothesis, indicating that perceived instructor argumentativeness and verbal aggressiveness directly affect perceptions of classroom communication climate; these three perceptions directly influence student state motivation; and student state motivation has a direct impact on math anxiety. Implications based on the findings suggest that math/statistics instructors can adapt different communication behaviors to influence the reduction of student math anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01