Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process.

Karabenick, Stuart A.; Sharma, Rajeev

doi:10.1037/0022-0663.86.1.90

Cited by 93 publications

(68 citation statements)

References 53 publications

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“…Given optimal challenge in school, all students will encounter difficulty in their work with mathematics and need guidance and feedback. Therefore, help-seeking complements the value of instruction (Karabenick, 2004;Karabenick & Sharma, 1994) and is an important self-regulatory strategy that contributes to student learning (e.g., Newman, 1998Newman, , 2000Ryan, Gheen, & Midgley, 1998). Nelson-LeGall and Resnick (1998) maintain that help-seeking not only holds the potential of working through an immediate academic difficulty but also contributes to the acquisition of skills and knowledge that can be used in subsequent learning situations.…”

Section: Motivational and Emotional Responsesmentioning

confidence: 99%

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Federici¹,

Skaalvik²

2013

IES

103

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We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support.

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Section: Motivational and Emotional Responsesmentioning

confidence: 99%

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Federici¹,

Skaalvik²

2013

IES

103

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“…Consistent with this perspective, skilful teacher-to-student questioning is generally believed to be helpful in eliciting thoughtful and reflective responses that, in turn, may lead to the enhancement of students' learning experience. Student classroom questioning complements the instructional value of appropriately posed teacher questions by provided deeper insights and validating current understanding (Karabenick andSharma, 1994: Presssley andAfflerback, 1995;Alexander, 2004;Parker and Hurry, 2007) Questions and structures serve as scaffoldings because they provide important teacher roles to structure activities and groupings around and these keep students 'stretching'…”

Section: Teaching Students To Generate Questionsmentioning

confidence: 99%

Questioning: a path to student learning experience

Ozuem

Lancaster

2015

Education + Training

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DisclaimerThe University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights.The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. 1 QUESTIONING: A PATH TO STUDENT'S LEARNING EXPERIENCEWilson Ozuem* and Geoff Lancaster** University of Gloucestershire, UK* and London School of Commerce** ABSTRACTQuestioning and dialogue provide a framework for sharing educational objectives with students and for charting their progress. However, such an approach can generate feedback information that can be used by students to enhance learning and achievement. Moreover, the feedback generated from good 'questioning and dialogue' could help tutors realign their teaching in response to the needs of learners. Organisations or institutions of learning, which integrate productive questioning and dialogue as part of their classroom practices and commitments to students, provide enhanced meaningful connections between what their students are studying and the relevance both their thinking and their knowledge has in comprehending life issues and solving problems. Drawing on qualitative research perspectives, and adopting an embedded case study strategy, this paper aims to address the following foreshadowed questions: What are the connections between good questioning and student learning and achievement? What conscious knowledge and beliefs do tutors hold about productive questioning in their classes? The study findings indicated that Learners need to be motivated to ask questions and encouraged to get involved in discussions. Tutors should consider 'think-pair share strategy' in their classroom delivery.

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“…Given that students face optimal and challenging tasks in mathematics, they most likely will experience difficulties and need guidance and feedback. Asking for help may therefore increase the value of instruction (Karabenick, 2004;Karabenick & Sharma, 1994) and contribute to student learning (e.g., Nelson-LeGall & Resnick, 1998;Newman, 1998Newman, , 2000Newman, , 2008Ryan, Gheen, & Midgley, 1998). …”

Section: Help-seeking Behaviormentioning

confidence: 99%

Students’ Perceptions of the Goal Structure in Mathematics Classrooms: Relations with Goal Orientations, Mathematics Anxiety, and Help-Seeking Behavior

Federici¹,

Skaalvik²,

Tangen³

2015

IES

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This study explores relations between students' perceptions of the classroom goal structures, their personal goal orientations, mathematics anxiety, and help-seeking behavior in mathematics classes. The respondents were 309 Norwegian middle school students. The data were analyzed by means of structural equation modeling (SEM). The analyses revealed that a mastery goal orientation was associated with lower levels of anxiety and more use of help-seeking behavior whereas performance-avoidance orientation predicted higher levels of anxiety and less use of help-seeking behavior. We found no direct relation between goal structure and mathematics anxiety or help-seeking behavior. However, the perceived goal structure was indirectly related to these variables, mediated through personal goal orientation.

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Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process.

Cited by 93 publications

References 53 publications

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Questioning: a path to student learning experience

Students’ Perceptions of the Goal Structure in Mathematics Classrooms: Relations with Goal Orientations, Mathematics Anxiety, and Help-Seeking Behavior

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