A Longitudinal Analysis of Students' Motives for Communicating with Their Instructors

Autor/in	Myers, Scott A.
Titel	A Longitudinal Analysis of Students' Motives for Communicating with Their Instructors
Quelle	In: Communication Education, 66 (2017) 4, S.467-473 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2017.1313437
Schlagwörter	Longitudinal Studies; Student Motivation; Communication Strategies; Teacher Student Relationship; Undergraduate Students; Student Surveys; Research Methodology; College Faculty; Gender Differences; Class Size; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Kommunikationsstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerbefragung; Research method; Forschungsmethode; Fakultät; Geschlechterkonflikt; Klassengröße; Geisteswissenschaften
Abstract	This study utilized the longitudinal survey research design using students' motives to communicate with their instructors as a test case. Participants were 282 undergraduate students enrolled in introductory communication courses at a large Mid-Atlantic university who completed the Student Communication Motives scale at three points (Time 1: second week, Time 2: eighth week, Time 3: 14th week) during the Spring semester. The use of the longitudinal survey research design revealed three motives fluctuated in use: (a) the "relational" motive was used more at Time 3 than at Time 2, (b) the "functional motive" was used less between both Time 1 and Time 3 and Time 2 and Time 3, and (c) the sycophancy motive was used less between Time 1 and Time 2, but more between Time 2 and Time 3. The advantages of using a longitudinal survey research design in instructional communication studies are reviewed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01