Affective and interest consequences of lecture misbehaviors for students with mastery goals

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-05-06 DOI:10.1080/03634523.2022.2070770

Alan K. Goodboy, San Bolkan, Matt Shin, Rebekah M. Chiasson

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引用次数: 2

Abstract

ABSTRACT Guided by an affective theoretical process, we surveyed college students (N = 397) to examine the effect of college instructors’ lecture misbehaviors on students’ emotional interest directly, and indirectly through affect toward the course content, among students who varied in their desire to master the course material (i.e., first- and second-stage moderated mediation by students’ mastery goal orientation). Results of a conditional process analysis revealed that students’ mastery goal orientation emerged as a moderator of the negative direct and indirect effect of lecture misbehaviors on students’ emotional interest. Students’ emotional interest declined directly as a consequence of lecture misbehaviors, and indirectly through a loss of student affect for the content, but these effects were stronger for students with higher mastery needs. The indirect effect of lecture misbehaviors on emotional interest through reduced affect for the course content was a nonlinear function of students’ mastery goal orientation. Probing of nonlinear moderated mediation revealed that students with increasing mastery goals became susceptible to an accelerating and (more) negative affective process.

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课堂不当行为对有掌握目标学生的情感和兴趣影响

摘要在情感理论过程的指导下，我们调查了大学生（N = 397）研究了大学教师的课堂不当行为对学生情感兴趣的直接影响，以及通过对课程内容的影响间接影响，这些学生对掌握课程材料的愿望各不相同（即，第一阶段和第二阶段通过学生的掌握目标定向调节中介）。条件过程分析结果表明，学生的掌握目标取向是课堂不当行为对学生情绪兴趣的负面直接和间接影响的调节因素。学生的情感兴趣直接由于课堂不当行为而下降，也间接由于学生对内容的情感丧失而下降，但对于掌握需求较高的学生来说，这些影响更大。课堂不当行为通过减少对课程内容的影响而对情绪兴趣产生的间接影响是学生掌握目标定向的非线性函数。对非线性调节中介的探索表明，掌握目标不断增加的学生容易受到加速和（更多）负面情感过程的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues