{"title":"Profiles of achievement motivation and instructional dissent","authors":"Matt Shin, S. Myers, Zac D. Johnson","doi":"10.1080/03634523.2022.2107690","DOIUrl":null,"url":null,"abstract":"ABSTRACT We 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.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":"72 1","pages":"19 - 39"},"PeriodicalIF":0.9000,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMMUNICATION EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03634523.2022.2107690","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMMUNICATION","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT We 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.
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