Components of Students' Grade Expectations for Public Speaking Assignments

Autor/inn/en	Larseingue, Matt; Sawyer, Chris R.; Finn, Amber N.
Titel	Components of Students' Grade Expectations for Public Speaking Assignments
Quelle	In: Communication Education, 61 (2012) 4, S.428-447 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2012.708765
Schlagwörter	Self Efficacy; Student Attitudes; Componential Analysis; Assignments; Public Speaking; Undergraduate Students; Grades (Scholastic); Difficulty Level; Introductory Courses; Teaching Methods; Teacher Student Relationship; Higher Education; Teacher Behavior; Grade Prediction; Expectation; Predictor Variables; Measures (Individuals) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Assignment; Auftrag; Zuweisung; Vortrag; Notenspiegel; Schwierigkeitsgrad; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher behaviour; Lehrerverhalten; Expectancy; Erwartung; Prädiktor; Messdaten
Abstract	Although previous research has linked students' expected grades to numerous pedagogical variables, this factor has been all but ignored by instructional communication scholars. In the present study, 315 undergraduates were presented with grading scenarios representing differing combinations of course rigor, teacher immediacy, and student self-efficacy. For each scenario, students estimated the numerical grades they would expect to receive on basic course speaking assignments. Componential analysis (Kenny, 1994) was used to decompose expected speech scores into perceiver, target, and the unique reactions of individual respondents, which respectively accounted for 20.4%, 60.2%, and 19.4% of the variable of interest. Within the target effect, student perceptions of how they had prepared and performed in classroom speaking situations represented the largest single variance subcomponent (31.4%), followed by perceptions of course rigor (23.3%) and teacher immediacy (5.5%). Recommendations for future research and instructional practice are advanced. (Contains 3 notes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10