Students’ perception of an instructor: The effects of instructor accommodation to student swearing

IF 1.7 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Amanda Allard , Amanda J. Holmstrom
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引用次数: 1

Abstract

This study analyzes how an instructor's accommodation tactic, in response to a student using a swear word, affects students' perceptions of the instructor's similarity and credibility, and how perceptions of similarity and credibility affect students' intrinsic motivation to learn. Sex of the instructor was also manipulated in this study based on literature indicating that an instructor's sex may affect students' perceptions of the instructor's similarity, credibility, and students' intrinsic motivation to learn course material. Participants (N = 396) were randomly assigned to read hypothetical scenarios where either a male or female instructor converged or diverged in response to a student who used the swear word suck or damn. Results revealed that instructors who diverged, regardless of the swear word used, were perceived as more similar to the student than instructors who converged. Also, findings showed that when an instructor converges their communication in response to a student who swears their credibility was diminished. Perceptions of similarity and credibility were positively associated with a student's intrinsic motivation to learn course material, and mediation models revealed that instructors' perceived similarity and credibility mediated the relationship between accommodation tactic and a student's intrinsic motivation to learn. Finally, results indicated that participants reported higher ratings of intrinsic motivation to learn with female instructors than with male instructors.

学生对教师的认知:教师适应对学生骂人的影响
本研究分析了教师在回应学生说脏话时的迁就策略如何影响学生对教师的相似度和可信度的感知,以及相似度和可信度的感知如何影响学生的内在学习动机。在本研究中,教师的性别也被操纵,基于文献表明,教师的性别可能会影响学生对教师的相似性、可信度和学生学习课程材料的内在动机的看法。参与者(N = 396)被随机分配阅读假设的场景,在这些场景中,一名男性或女性教练对使用“suck”或“damn”这两个脏话的学生的反应是一致的还是不同的。结果显示,不管使用的是什么脏话,持不同意见的教师都被认为比持相同意见的教师更接近学生。此外,研究结果还表明,当教师将他们的交流集中在回应一个发誓的学生时,他们的可信度就会降低。相似性和可信度感知与学生学习课程材料的内在动机正相关,中介模型显示,教师感知的相似性和可信度在迁就策略与学生学习内在动机的关系中起中介作用。最后,研究结果显示,与男性教师相比,女性教师对学生学习的内在动机有更高的评价。
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
Language Sciences
Language Sciences Multiple-
CiteScore
2.90
自引率
0.00%
发文量
38
期刊介绍: Language Sciences is a forum for debate, conducted so as to be of interest to the widest possible audience, on conceptual and theoretical issues in the various branches of general linguistics. The journal is also concerned with bringing to linguists attention current thinking about language within disciplines other than linguistics itself; relevant contributions from anthropologists, philosophers, psychologists and sociologists, among others, will be warmly received. In addition, the Editor is particularly keen to encourage the submission of essays on topics in the history and philosophy of language studies, and review articles discussing the import of significant recent works on language and linguistics.
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