Instructors' message variables and students' learning orientation/grade orientation and affective learning

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.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Communication Studies

Year dc:date.available

2003

Author dc:creator

• Bell, Leeanne M.

Contributors dc:contributor

• Scott A. Myers.
• Melanie Booth-Butterfield
• James C. McCorskey

• Communication
• Curriculum development
• Educational psychology

Identifier

https://researchrepository.wvu.edu/etd/742

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1745