Students' Expressed Academic Concern, Learning Outcomes, and Communication Motives

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

There were two purposes of this study. First, this study sought to examine the extent to which students' expressed academic performance concern to their instructors is associated with the students' learning outcomes (i.e., affective learning, cognitive learning, and use of learning indicators) and to students' motives (i.e., relational, functional, excuse-making, participatory, and sycophantic) for communicating with their instructors. Second, this study sought to determine if students' expressed academic performance concern is a unique reason (i.e., motive) why students communicate with their instructors. Undergraduate students (N = 365) completed a series of self-report measures. The results of Pearson correlations indicated that students' expressed academic performance concern is related positively to their learning outcomes and motives for communicating with their instructors. Furthermore, an exploratory factor analysis revealed that students' expressed academic performance concern is a unique motive for why they communicate with their instructors. These findings coupled with a confirmatory factor analysis also establish concurrent, discriminant, and factorial validity of the newly developed Academic Concern Scale used in this study.

Original languageEnglish (US)
Pages (from-to)274-286
Number of pages13
JournalWestern Journal of Communication
Volume78
Issue number3
DOIs
StatePublished - Jan 1 2014

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Students
communication
Communication
instructor
learning
student
Factor analysis
performance
factor analysis
cognitive learning
Instructor
Learning Outcomes
Academic Performance

All Science Journal Classification (ASJC) codes

  • Communication
  • Language and Linguistics

Cite this

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Students' Expressed Academic Concern, Learning Outcomes, and Communication Motives. / Mansson, Daniel H.

In: Western Journal of Communication, Vol. 78, No. 3, 01.01.2014, p. 274-286.

Research output: Contribution to journalArticle

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