Classroom goal structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom

Iaconelli, Ryan; Anderman, Eric M.

doi:10.1007/s11218-021-09609-y

Cited by 17 publications

(8 citation statements)

References 39 publications

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“…One exception was their level of hyperactivity–inattention and opposition–defiance in language increased during the school year, which could indicate a regression-to-the-mean effect, or suggest that teachers may become more tolerant of these behaviors considering the high level of engagement and achievement of these students (Lohman & Korb, 2006). Similar to previous findings (Gallo et al, 2022; Iaconelli & Anderman, 2021), these results suggest that it might be desirable to be exposed to teachers who value performance as long as these teachers do not push students too hard at demonstrating it, communicate that mastery remains more important, and provide them with an adequate level of support. Consistent with SDT (Ryan & Deci, 2017), by focusing on effort and progression, creating emotionally supportive interactions, giving constructive feedback, and providing opportunities to collaborate with peers in a respectful environment, these teachers probably support students’ motivational needs for autonomy, competence, and relatedness.…”

Section: Discussionsupporting

confidence: 87%

“…In other words, consistent with the idea that a positive social climate helps communicate a mastery-approach orientation, some profiles should display matching levels of classroom social climate and mastery-approach goal structure, whereas performance goal structures and negative social climates should dominate others. Moreover, students exposed to performance-avoidance goals structures should be unlikely to hold a positive view of their classroom learning climate given that the main objective in such classrooms is to avoid demonstrating incompetence in front of others (Iaconelli & Anderman, 2021), an objective that may even overshadow more positive facets of the classroom learning climate.…”

Section: Student’s School Functioning and Behavioral Adaptationmentioning

confidence: 99%

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Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation.

Olivier,

Morin,

Plante

et al. 2024

Journal of Educational Psychology

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This study seeks to identify the configurations of classroom teaching practices, defined based on the classroom goal structures (mastery-approach, performance-approach, and performance-avoidance) and social climate (academic support, emotional support, mutual respect, and task-related interactions) to which a sample of 1,453 seventh graders (M age = 12.71; 49.90% girls) report being exposed in their language and mathematics classes. This study also seeks to document the longitudinal associations between these profiles and various indicators of students' school functioning (engagement, achievement) and behavioral adaptation (hyperactivity-inattention, opposition-defiance, internalizing behaviors). Latent profile analyses identified five profiles replicated among boys and girls in language and mathematics classes. However, the prevalence of these profiles differed slightly as a function of sex and subject: Low-all climate (10.01%-19.71%), Highall climate (8.65%-14.82%), Performance climate (26.70%-36.22%), Low performance climate (12.93%-24.84%), and Mastery and positive social climate (19.42%-27.61%). The Mastery and positive social climate and the Low performance climate were associated with the highest levels of school functioning and the lowest levels of behavioral adaptation problems. The Low-all climate and the performance climate were conversely associated with low levels of school functioning and high levels of behavioral adaptation problems. Overall, during the school year, engagement decreased, achievement remained stable, and behavior problems increased. Specific changes within each profile are discussed. Girls were more likely to report exposure to classroom climates associated with the most favorable outcomes, whereas the opposite was true for boys. Considering the multidimensional nature of classroom climate, these results have important theoretical and educational implications for promoting student adaptation. Educational Impact and Implications StatementThis study identified five profiles of classroom learning climate based on seventh-grade students' simultaneous perceptions of the mastery-approach, performance-approach, performance-avoidance classroom goal structure, and social climate (i.e., emotional support, academic support, mutual respect, task-related interactions) present in their classrooms. Two profiles, the Mastery and positive social climate and the Low performance climate, were associated with students' most positive educational (i.e., engagement and achievement) and behavioral (i.e., hyperactivity-inattention, opposition-defiance, internalizing behaviors) outcomes. The study discusses the implications of the results for school practitioners in light of different theoretical perspectives, such as achievement goal theory and self-determination theory.

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Section: Discussionsupporting

confidence: 87%

Section: Student’s School Functioning and Behavioral Adaptationmentioning

confidence: 99%

Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation.

Olivier,

Morin,

Plante

et al. 2024

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Therefore, in the case of Shinta and Agnes, what actually happens is the difference in perceiving student's' messages. In this case, Shinta suggested that making mistakes when learning is bad and should be avoided in order to prevent demonstrating a lack of knowledge or ability (Iaconelli & Anderman, 2021). Student outcomes influenced by teacher immediacy include affective learning, cognitive learning, engagement, and individual motivation (Frymier & Houser, 2016;Witt et al, 2004;Meece et al, 2006;Grace at al., 2015).…”

Section: Discussionmentioning

confidence: 99%

“I Have to Take A Deep Breath”: Emotional Geography of EFL Lecturers During Undergraduate Thesis Supervision

Sukarsono,

Rahayu,

Syahsurya

2023

JEELS

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Myriad of publications concerning students’ experiences during their final project completion process have been well documented. However, little discussed the supervisors’ emotional geography in fulfilling their task as supervisors for final projects. Therefore, the present study attempts to have an in-depth narrative case study that explores the emotional journeys of two EFL teachers supervising undergraduate thesis. Grounded on Hargreaves' (2001) emotional geography framework, this narrative case study employed direct interviews with EFL lecturers over the course of one month provided the source of the study's data. The study's findings showed that the participant experienced sustainable adaptation through negotiated emotional changes in their experiences as undergraduate thesis supervisors which were anchored by that focuses on physical, social, moral, professional, and political aspects. The findings of this study informed that supervisors experienced different degrees of emotional geographies one of which is caused by the length of supervisory process they have undergone. Pedagogical implications and further studies are also presented.

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“…Third, one limitation of this study is related to the scale that we used to measure verbal immediacy (Gorham, 1988). Although recent studies (e.g., Iaconelli & Anderman, 2021;Liu, 2021) still use the verbal immediacy scale from Gorham to measure verbal immediacy, there is also critique on the scale from other researchers. Robinson and Richmond (1995) argued that the verbal immediacy scale represented teacher effectiveness rather than verbally immediate behaviour.…”

Section: Limitations and Future Researchmentioning

confidence: 96%

The Effects of Teacher Communication During a Health Intervention on Older Adolescents’ Predictors of Health Behaviour

Mesman

Hendriks

Onrust

et al. 2022

EJHC

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This study investigated the influence of teacher communication behaviours on predictors of alcohol use, snack intake, and physical exercise during a school-based health intervention. Additionally, we investigated whether students’ evaluations of the intervention mediated these effects. In a two-way prospective study, 389 adolescents (222 females; Mage = 16.64, SDage = 1.97) completed a survey. Key variables were teacher communication behaviours (i.e., clarity, verbal immediacy, and content relevance), predictors (i.e., attitudes, social norms, perceived behavioural control, and intentions) of alcohol use, snack intake, and physical exercise, and students’ evaluations of the health intervention were investigated. Results showed that teacher clarity resulted in significantly healthier injunctive norms and higher perceived behavioural control regarding alcohol use, and for exercise in significantly healthier attitudes, descriptive norms, and intentions to exercise. No effects of teacher clarity were found for snack intake. Furthermore, teacher clarity, verbal immediacy, and content relevance did not indirectly result in healthier predictors of health behaviour through evaluations of the intervention. Findings support the role of teacher clarity for intervention effectiveness, and advise designers of health interventions to incorporate the role of teacher clarity in their teacher training programs to achieve more desired changes in health behaviour.

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Classroom goal structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom

Cited by 17 publications

References 39 publications

Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation.

Classroom learning climate profiles: Combining classroom goal structure and social climate to support student school functioning and behavioral adaptation.

“I Have to Take A Deep Breath”: Emotional Geography of EFL Lecturers During Undergraduate Thesis Supervision

The Effects of Teacher Communication During a Health Intervention on Older Adolescents’ Predictors of Health Behaviour

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