A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes

Christophel, Diane M.; Gorham, Joan

doi:10.1080/03634529509379020

Cited by 222 publications

(135 citation statements)

References 21 publications

Supporting

Mentioning

119

Contrasting

Unclassified

Order By: Relevance

“…Previously, a number of scholars worked on researching demotivating factors that might influence students in the classroom (see, for example, Gorham & Christophel, 1992;Christophel & Gorham, 1995;Oxford, 1998;Dörnyei, 1998;Sakai & Kikuchi, 2009). Results suggest that teachers are one of the major demotivating factors identified by students.…”

Section: Significant Othersmentioning

confidence: 99%

English Language Learners’ Perceptions of Motivational Changes

Lai¹,

Ting²

2013

ELT

View full text Add to dashboard Cite

This study explores the changes in Taiwanese university students' English-learning motivation and the causes of these changes. The emphasis herein is on a comparison and contrast of both English major and non-major students in three different universities in Taiwan. In the study, a qualitative approach (20 semi-structured interviews) was used. The results show that the majority (19 out of 20) of the university students in this study have experienced motivational changes in their English-learning process. The factors which changed both English major and non-major students' English-learning motivation share similarities in many ways. In other words, students' majors do not affect the changes in their motivation with respect to their English classroom experience. As pointed out by the university students in this study, influences such as teachers, external pressure, exams, group dynamics and social experiences, were responsible for the changes. This paper will consider possible implications of this insight for English language teaching professionals.

show abstract

Section: Significant Othersmentioning

confidence: 99%

English Language Learners’ Perceptions of Motivational Changes

Lai¹,

Ting²

2013

ELT

View full text Add to dashboard Cite

show abstract

“…The third line focuses on the detrimental effects of teacher misbehavior on both student and teacher incurring, according to Kearney et al (1991);McPherson, Kearny & Plax, (2006) adverse and negative consequences to the learning process, student motivation (Christophel & Gorham, 1995;Gorham & Christophel, 1992;Gorham & Milleette, 1997;Zhang, 2007), satisfaction with the effectiveness of the course and the instructor (Banfield, Richmond & McCroskey, 2006;McPherson, Kearny & Plax, 2006;Myers, 2002), student perceptions of teacher credibility (Banfield et al, 2006), affective learning (Banfield et al, 2006;Dolin, 1995;Toale, 2001),teaching evaluations (Schrodt, 2003;Wanzer & McCrosky, 1998), and cognitive learning (Dolin, 1995;Myers, 2002). Kearney et al (1991) defined teacher misbehavior as any communication behavior that impedes or distracts student from learning.…”

Section: Teacher Misbehaviormentioning

confidence: 99%

Student Perceptions of College Teacher Misbehaviors and Teacher Credibility as Perceived by Jordanian University Students

Al-Zoubi¹

2016

MJSS

View full text Add to dashboard Cite

show abstract

“…Immediacy in the classroom has been credited with students' enhanced perception of teacher performance and credibility (Johnson & Miller, 2002); improvements in students' cognitive learning (Christophel, 1990), motivation (Christophel, 1990;Christophel & Gorham, 1995;Frymier, 1994), attendance and participation (Myers, Zhong & Guan, 1998); and student affect and affective learning (Gorham, 1988;Pogue & AhYun, 2006).…”

Section: Introduction: Immediacy In the Classroommentioning

confidence: 99%