{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1745"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1745","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Instructors' message variables and students' learning orientation/grade orientation and affective learning","abstract":"The purpose of this study was to examine the relationship among instructors' message variables and students' learning orientation (LO), grade orientation (GO), and affective learning. Participants were 193 students (109 men, 83 women) enrolled in introductory communication courses at a large eastern university. Participants completed the Revised Self-Disclosure scale (Wheeless, 1978), the Humor Orientation scale (Booth-Butterfield & Booth-Butterfield, 1991), a narrative scale created for this study, the LOGO II scale (Milton, Pollio, & Eison, 1986) and the Instructional Affect Assessment Instrument (IAAI) (McCroskey, 1994). Results indicated instructors' message variables were not significantly related to students LO/GO, no significant differences among the four categories of LO/GO, and when controlling for LO/GO, few significant relationships were obtained between instructors' message variables and affective learning. Future research should examine if instructors' own learning orientation or grade orientation influences how LO/GO students perform in their course.","abstract_html":"The purpose of this study was to examine the relationship among instructors' message variables and students' learning orientation (LO), grade orientation (GO), and affective learning. Participants were 193 students (109 men, 83 women) enrolled in introductory communication courses at a large eastern university. Participants completed the Revised Self-Disclosure scale (Wheeless, 1978), the Humor Orientation scale (Booth-Butterfield & Booth-Butterfield, 1991), a narrative scale created for this study, the LOGO II scale (Milton, Pollio, & Eison, 1986) and the Instructional Affect Assessment Instrument (IAAI) (McCroskey, 1994). Results indicated instructors' message variables were not significantly related to students LO/GO, no significant differences among the four categories of LO/GO, and when controlling for LO/GO, few significant relationships were obtained between instructors' message variables and affective learning. Future research should examine if instructors' own learning orientation or grade orientation influences how LO/GO students perform in their course.","abstract_has_math":false,"creators":["Bell, Leeanne M."],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Communication Studies","degree_department":null,"school":null,"contributors":["Scott A. Myers.","Melanie Booth-Butterfield","James C. McCorskey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-08-01T07:00:00Z","date_published":"2003-08-01T07:00:00Z","updated_at":"2026-07-24T06:14:53Z","subjects":["Communication","Curriculum development","Educational psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/742"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/742","href":"https://researchrepository.wvu.edu/etd/742","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.742","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Scott A. Myers.","Melanie Booth-Butterfield","James C. McCorskey"]},{"key":"dc:creator","label":"Author","values":["Bell, Leeanne M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication","Curriculum development","Educational psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.742","https://researchrepository.wvu.edu/etd/742"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the relationship among instructors' message variables and students' learning orientation (LO), grade orientation (GO), and affective learning. Participants were 193 students (109 men, 83 women) enrolled in introductory communication courses at a large eastern university. Participants completed the Revised Self-Disclosure scale (Wheeless, 1978), the Humor Orientation scale (Booth-Butterfield & Booth-Butterfield, 1991), a narrative scale created for this study, the LOGO II scale (Milton, Pollio, & Eison, 1986) and the Instructional Affect Assessment Instrument (IAAI) (McCroskey, 1994). Results indicated instructors' message variables were not significantly related to students LO/GO, no significant differences among the four categories of LO/GO, and when controlling for LO/GO, few significant relationships were obtained between instructors' message variables and affective learning. Future research should examine if instructors' own learning orientation or grade orientation influences how LO/GO students perform in their course."]},{"key":"dc:title","label":"Title","values":["Instructors' message variables and students' learning orientation/grade orientation and affective learning"]}]}],"canonical_facts":{"dc:contributor":["Scott A. Myers.","Melanie Booth-Butterfield","James C. McCorskey"],"dc:creator":["Bell, Leeanne M."],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine the relationship among instructors' message variables and students' learning orientation (LO), grade orientation (GO), and affective learning. Participants were 193 students (109 men, 83 women) enrolled in introductory communication courses at a large eastern university. Participants completed the Revised Self-Disclosure scale (Wheeless, 1978), the Humor Orientation scale (Booth-Butterfield & Booth-Butterfield, 1991), a narrative scale created for this study, the LOGO II scale (Milton, Pollio, & Eison, 1986) and the Instructional Affect Assessment Instrument (IAAI) (McCroskey, 1994). Results indicated instructors' message variables were not significantly related to students LO/GO, no significant differences among the four categories of LO/GO, and when controlling for LO/GO, few significant relationships were obtained between instructors' message variables and affective learning. Future research should examine if instructors' own learning orientation or grade orientation influences how LO/GO students perform in their course."],"dc:identifier":["https://doi.org/10.33915/etd.742","https://researchrepository.wvu.edu/etd/742"],"dc:subject":["Communication","Curriculum development","Educational psychology"],"dc:title":["Instructors' message variables and students' learning orientation/grade orientation and affective learning"],"thesis:degree_discipline":["Communication Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:14:53Z"}