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Autor/inn/enShin, Matt; Myers, Scott A.; Johnson, Zac D.
TitelProfiles of Achievement Motivation and Instructional Dissent
QuelleIn: Communication Education, 72 (2023) 1, S.19-39 (21 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0363-4523
DOI10.1080/03634523.2022.2107690
SchlagwörterUndergraduate Students; Academic Achievement; Goal Orientation; Dissent; Psychological Patterns; Self Efficacy; Expectation; Profiles; Student Motivation
AbstractWe integrated perspectives from achievement goal theory and expectancy-value theory to investigate how undergraduate students' (N = 475) achievement motivation might influence their instructional dissent. A latent profile analysis of students' achievement goals, performance self-efficacy, task value, and perceived cost revealed four distinct subgroups of students characterized by differences in their achievement motivation. Students between these latent profiles differed to some degree in their use of expressive and vengeful dissent but not rhetorical dissent. When examining instructor clarity as a triggering agent of dissent, lack of clarity was positively associated with all three types of instructional dissent; however, auxiliary moderation models revealed that latent profile membership did not moderate these effects. Our results suggest that although instructor clarity has similar effects on students' instructional dissent--regardless of their latent profile membership--students still experience some differences in instructional dissent which can be explained by their achievement motivation profiles. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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