Memorable messages in times of uncertainty: Communicative strategies to encourage motivation and connection

Kaufmann, Renee; Vallade, Jessalyn I.; Frisby, Brandi N.

doi:10.1080/03634523.2021.1904144

Cited by 16 publications

(5 citation statements)

References 45 publications

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“…Clements et al also found that LAs during COVID leveraged their ability to relate to students to encourage them to engage and increased their sense of belonging in STEM. We did not see an impact of instructor emotional support on engagement, which contrasts with other studies during COVID that found emotional support from instructors was the only social support to reduce Zoom fatigue and that messages from instructors that contained emotional support were some of the most memorable and motivating to college students during COVID …”

Section: Discussioncontrasting

confidence: 99%

“…We did not see an impact of instructor emotional support on engagement, which contrasts with other studies during COVID that found emotional support from instructors was the only social support to reduce Zoom fatigue 93 and that messages from instructors that contained emotional support were some of the most memorable and motivating to college students during COVID. 104…”

Section: The Impact Of Social Support Can Differ Based On Who Provide...mentioning

confidence: 99%

See 1 more Smart Citation

Learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active Learning Chemistry Courses

Donis,

Aikens,

Swamy

et al. 2024

J. Chem. Educ.

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Active learning commonly involves students engaging with course material in small groups during class time. The quality of this engagement may be key for students to reap the benefits of active learning. Social support theory suggests that supports from key classroom personnel like instructors and learning assistants (LAs) could positively influence student engagement in in-class activities. We explored the influence of social support across multiple sections of general chemistry courses taught in two modalities: in-person and remote synchronous. We found that students perceived that LAs and instructors both provide high levels of support for active learning in general chemistry courses. However, the influence of support on engagement varied by both who was providing it and the type of support being provided. Instructors' provisioning of informational support significantly affected student engagement in active learning regardless of course context (in-person and remote synchronous). In contrast, LAs provisioning of appraisal and emotional support impacted student engagement, though the importance of each of these supports from LAs depended on course context. Overall, we found social support can influence student in-class engagement and course context greatly influenced the relationship between the provided social support and student engagement.

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Section: Discussioncontrasting

confidence: 99%

Section: The Impact Of Social Support Can Differ Based On Who Provide...mentioning

confidence: 99%

Learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active Learning Chemistry Courses

Donis,

Aikens,

Swamy

et al. 2024

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…Furthermore, emotional support, compliments/praise, and motivational messages were positively related to instructor-student relationships, motivation, and performance. Their study illustrates how personal and supportive faculty-student communication, beyond course content, is particularly beneficial for students (Kaufman et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 95%

“…Faculty instructors’ and advisors’ communication with their students can make a big difference for students, especially in times of uncertainty. For example, Kaufmann and colleagues (2021) found that messages of solidarity from faculty were associated with improved confidence or morale. Furthermore, emotional support, compliments/praise, and motivational messages were positively related to instructor-student relationships, motivation, and performance.…”

Section: Literature Reviewmentioning

confidence: 99%

(Re)discovering interpersonal relationships and self-authorship in STEM Graduate school through mindfulness

Lausch

Rossetto

2022

Journal of Social and Personal Relationships

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In this study, we utilized self-authorship theory to investigate how mindfulness practices support the connection between identity development and interpersonal relationships in STEM graduate students. In an 8-week self-led mindfulness intervention, 10 women from computer science and engineering graduate programs completed a variety of mindfulness exercises, including meditation, yoga, drawing and mindful daily activities (e.g., mindful dishwashing). We utilized a qualitative approach to gather an in-depth picture of each participant’s individual progress. Data analysis showed that students’ experiences, including supportive relationships and sense of identity in STEM, were influenced by interpersonal (dis)connections in and beyond academia. Mindfulness offered space and tools for students to reflect on their relationships and STEM identity and, if needed, modify them. Three themes are discussed: academic relationships with peers and advisors, including negotiating social comparisons; personal relationships with family and friends, including academia-life balance; and the relationship to their STEM identity.

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“…These interactions that convey nurturance, reassurance, and guidance have a positive impact on college students' mental resilience (Wright et al, 2014). Further, Kaufmann et al (2021) posited that appraisal and confirmation by peers or instructors are prone to increase college students' confidence, and self-efficacy, which further decreases their mental vulnerability during the Covid-19 pandemic. In spite of these sporadic arguments, they are descriptive in nature: the theoretical background behind this remains unclear and requires further exploration.…”

Section: E-learning During the Covid-19 Pandemicmentioning

confidence: 99%

Exploring the pathway from seeking to sharing social support in e-learning: an investigation based on the norm of reciprocity and expectation confirmation theory

Zhang

Shen

2022

Curr Psychol

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E-learning is increasingly evidenced as a conduit for social support exchange among students and protects them against mental health issues, however, the cognitive process of how social support is exchanged remains unclear. This study uses a cognitive theory approach to achieve a more nuanced explanation of students sharing or giving social support in e-learning. Specifically, we adopted the Norm of Reciprocity and Expectation Confirmation Theory to reveal the interconnection between students' perceived social support and giving social support in learning. The model is empirically validated based on survey data of 512 respondents from college students across China regarding their e-learning experience during the first wave of Covid-19. Our findings suggest that the relationship between perceived social support and giving social support is significant and positive, and this relationship is partially mediated by confirmation of social support. These findings imply that e-learning can foster a self-reliant environment for social support exchange among college students. Under such an environment, students' cognitive process in their seeking and sharing social support is majorly following the norm of reciprocity and secondary expectation confirmation theory.

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Memorable messages in times of uncertainty: Communicative strategies to encourage motivation and connection

Cited by 16 publications

References 45 publications

Learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active Learning Chemistry Courses

Learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active Learning Chemistry Courses

(Re)discovering interpersonal relationships and self-authorship in STEM Graduate school through mindfulness

Exploring the pathway from seeking to sharing social support in e-learning: an investigation based on the norm of reciprocity and expectation confirmation theory

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