Classroom Goal Structures and Communication Style: The Role of Teacher Immediacy and Relevance-Making in Students' Perceptions of the Classroom

Autor/inn/en	Iaconelli, Ryan; Anderman, Eric M.
Titel	Classroom Goal Structures and Communication Style: The Role of Teacher Immediacy and Relevance-Making in Students' Perceptions of the Classroom
Quelle	In: Social Psychology of Education: An International Journal, 24 (2021) 1, S.37-58 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-021-09609-y
Schlagwörter	Classroom Techniques; Goal Orientation; Classroom Communication; Teacher Role; Student Attitudes; Teacher Student Relationship; High School Teachers; Teacher Behavior + Suchen Sie Ihr Suchwort? Klassenführung; Zielorientierung; Zielvorstellung; Klassengespräch; Lehrerrolle; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten
Abstract	We examined the relationships between teachers' communication styles and students' perceptions of the classroom goal structure. Within the context of high school health classes focused on teaching about HIV/STD/pregnancy prevention, we surveyed 456 students about their teachers' immediacy behaviors, efforts to make course content relevant, and their perceptions of the classroom goal structure. We found that the more teachers stressed the relevance of course material and used verbal and nonverbal immediacy behaviors, the more students perceived a mastery goal structure in their classrooms. Conversely, when teachers did not emphasize these immediacy behaviors, students were more likely to perceive an avoidance goal structure. Immediacy behaviors were not related to perceptions of an extrinsic goal structure. Our results suggest that teachers can help create a positive, mastery-oriented classroom by communicating with students in a way that demonstrates authentic care and concern for students' learning. Implications for future research into cues students rely on when perceiving classroom goal structurers and implications for instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01