Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety

Spotlight on math anxiety

“… 51 , 52 Moreover, school teachers foster math anxiety if they exhibit their own negative attitudes toward math in the classroom. 53 In contrast, teachers support positive attitudes in math if they provide encouragement, emphasize that mistakes are also a part of successful learning, and if they appeal to their students’ motivation and sense of self-efficacy and self-concept, for example, via accurate judgments of student performance and an accurate, yet self-assuring, feedback. 54 …”

Faculty behaviors predicting student satisfaction: A self-determination approach using basic psychological needs and academic motivation

“…In this model, faculty behaviors are indirectly related to academic motivation through student perceptions of competence in class and relatedness in class. No previous research has addressed the indirect relation of faculty behaviors on motivation through need satisfaction, but previous research has provided support for the general idea that the relation between supportive faculty behaviors and academic motivation is indirect through variables like classroom climate and perception of the instructor (Kelly et al, 2015;Lin et al, 2017). This finding extends that research, providing support for SDT, which states that the environment has an indirect impact on motivation through its impact on need satisfaction (Deci & Ryan, 2000).…”

“…There is also evidence to suggest that an indirect relation exists between supportive faculty behaviors and academic motivation, and that it is partially mediated by a variety of variables. These mediators include positive perception of the instructor (Kelly, Rice, Wyatt, Ducking, & Denton, 2015) and classroom climate (Lin, Durbin, & Rancer, 2017).…”

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“…Effective teachers strive to enhance students' learning motivation, satisfaction and active engagement in class and thus enable them to achieve the desired educational outcomes. It would be unreasonable to propose that such an approach could succeed in the absence of effective teacherstudent communication; and indeed, a number of studies have highlighted the importance of language and communication in relation to students' learning behaviours (Goodboy & Myers 2008;Lin et al 2017;Mazer & Hunt 2008;Myers 2002;Myers et al 2014;Rocca 2004;Roorda et al 2011;Witt et al 2004). The studies reviewed in the following have focused on certain predetermined communicative features or qualities (i.e.…”

“…Teachers' rhetorical (clarity and humour) and relational (immediacy, confirmation and caring) communication behaviours were also found to have positive impacts on students' learning and communication satisfaction (Myers et al 2014). Lin et al (2017), however, reported that instructors' argumentativeness and verbal aggressiveness were related to students' perceptions of the classroom communication climate and hence increased their learning anxiety; others have noted that students' appreciation of instructors' communication styles is essential not only to their learning satisfaction but also to positive teacher-student relationships (Allen et al 2008;Roorda et al 2011). One way for teachers to enhance their classroom communication is to use styles that students can identify with, such as positive slang, a form of cool communication (Mazer & Hunt 2008).…”