COMMUNICATION IN THE CLASSROOM - POWER AND MOTIVATION

被引:168
作者
RICHMOND, VP
机构
[1] West Virginia University, Morgantown
关键词
D O I
10.1080/03634529009378801
中图分类号
G2 [信息与知识传播];
学科分类号
05 ; 0503 ;
摘要
The goal of the present study was to determine which power bases and Behavior Alteration Techniques have positive, negative, and no association with student motivation toward studying course content. In addition, teacher immediacy and teacher use of affinity-seeking techniques were examined for their potential to off-set possible negative effects on student motivation resulting from teachers’ use of power and BATs to control mundane student behaviors in the classroom. To replicate previous work and place this study within the context of that work, both cognitive and affective learning also were examined. Results are summarized in the context of this and the previous studies in this series. © 1990, Taylor & Francis Group, LLC. All rights reserved.
引用
收藏
页码:181 / 195
页数:15
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