Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science

Mottet, Timothy P.; Garza, Rubén; Beebe, Steven A.; Houser, Marian L.; Jurrells, Summer; Furler, Lisa

doi:10.1080/03634520801989950

Cited by 37 publications

(70 citation statements)

References 45 publications

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“…Since teacher nonverbal immediacy behaviors influence the teacherÁstudent relationship (Richmond, Lane, & McCroskey, 2006) and students' affective learning (Burroughs, 2007;Mottet, Garza, Beebe, Houser, Jurrells, & Furler, 2008;Pogue & Ahyun, 2006), it seems plausible that teacher nonverbal immediacy behaviors used in a writing conference may enhance the teacherÁstudent relationship and affective learning, regardless of the sensitivity of the feedback message. The closer the relationship between the teacher and student through the use of nonverbal immediacy behaviors, the more direct the teacher can be with feedback without worrying about the sensitivity of the feedback itself.…”

Section: Rationale For Hypothesesmentioning

confidence: 98%

The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences

Martin

Mottet²

2011

Communication Education

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The purpose of this study was to show how instructor use of nonverbal immediacy behaviors influence Hispanic students' affective learning in ninth-grade writing conferences, regardless of the level of feedback sensitivity provided. According to Kluger and DeNisi's (1996) feedback intervention theory, when feedback is direct and targeted on the task, learning is enhanced. If feedback is indirect and targeted on the relationship or feelings, then learning is diminished. Regardless of whether the relational feedback is perceived as positive or negative, learning is diminished because the learner's focus is diverted away from the task itself (Kluger & DeNisi). Three hypotheses were tested using a 2 )2 experimental design. The independent variables were teacher nonverbal immediacy (immediate/nonimmediate) and sensitivity of feedback (high/low verbal sensitivity). The dependent variables were Hispanic students' affect for teacher and affective learning for writing. All three hypotheses were supported in that teacher nonverbal immediacy positively impacted students' affect for the teacher (H1), writing conference (H2), and writing process (H3) regardless of how sensitive the teacher's feedback was during the writing conference. Implications, limitations, and directions for future research are discussed.

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Section: Rationale For Hypothesesmentioning

confidence: 98%

The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences

Martin

Mottet²

2011

Communication Education

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“…Most pertinent to the current study, Mottet, Garza, Beebe, Houser and Jurrells et al (2008) found that teacher clarity and communication of content relevance were the strongest predictors of ninth graders' affective learning in math and science. A modified version of McCroskey's (1994) affective learning measure was used, which assessed students' intentions to take additional courses in these subject areas, as well as interest in pursuing careers in math-and science-related fields.…”

Section: Instructional Communication and Affective Learningmentioning

confidence: 97%

“…Finally, while examining content relevance in this study and in the Webster et al (2011) study has helped to extend the PE literature related to affective learning, future research should pursue other communication variables that could further distinguish affective learning profiles in PE. For instance, instructional communication research has identified teacher clarity and nonverbal immediacy (perceived physical and/or psychological closeness/approachability of the teacher) as two teacher communication variables that are linked to secondary students' affective learning in other subject areas (Mottet, et al, 2008;Plax, Kearney, McCroskey, & Richmond, 1986).…”

Section: Discussionmentioning

confidence: 99%

“…This study aimed to develop a two-level typology of high school students in their final required PE course using a multidimensional framework informed by instructional communication research (Mottet, et al, 2008; and affective learning theory (Krathwohl, et al, 1964;Webster, et al, 2011). Two multivariate classification procedures, CA and LPA, were used because each has unique strengths in its ability to characterize student profiles (DiStefano, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Drawing from Mottet et al's (2008) study and several proposed theories related to affective learning in the instructional communication literature (Allen, Witt, & Wheeless, 2006;Christophel, 1990;Frymier, 1994;Kelly & Gorham, 1988;Richmond, 1990;Rodriguez, Plax, & Kearney, 1996), Webster et al (2011) tested a theoretical model in which content relevance was viewed as a central mediator of affective learning among high school students' enrolled in their final required PE course. The results of structural equation modeling supported the proposed relationships.…”

Section: Instructional Communication and Affective Learningmentioning

confidence: 99%

See 2 more Smart Citations

Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

Webster

Mîndrilă

Weaver

2013

Journal of Teaching in Physical Education

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Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for teachers wanting to increase students’ affective learning. The present study used cluster analysis (CA) and latent profile analysis (LPA) to develop a two-level affective learning-based typology of high school students in compulsory PE from an instructional communication perspective. The optimal classification system had ten clusters and four latent profiles. A comparison of students’ class and cluster memberships showed that the two classification procedures yielded convergent results, thus suggesting distinct affective learning profiles. Students’ demographic and biographical characteristics, including gender, race, body mass index, organized sport participation, and free time physical activity, were helpful in further characterizing each profile.

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The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

et al. 2020

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Reciprocal eye contact is a significant part of human interaction, but its role in classroom interaction has remained unexplored, mostly due to methodological issues. A novel approach in educational science, multiple-person mobile gaze-tracking, allows us to gather data on these momentary processes of nonverbal interaction. The current mixedmethod case study investigates the role of teacher-student eye contact in interpersonal classroom interaction using this methodological approach from three mathematics lessons. We combined gaze-tracking data with classroom videos, which we analyzed with continuous coding of teachers' interpersonal behavior. Our results show that teacher communion and agency affect the frequency and durations of teachers and students' gazes at each other. Students tend to gaze their teachers more during high teacher communion and low agency, but qualitative and quantitative differences between the teachers and their classes emerged as well. To conclude, the formation of eye contacts is situational and affected by momentary interpersonal changes as well as the qualities of teacher-student interactions.

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Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science

Cited by 37 publications

References 45 publications

The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences

The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences

Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education

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