Rapport, Motivation, Participation, and Perceptions of Learning in U.S. and Turkish Student Classrooms: A Replication and Cultural Comparison

Autor/inn/en	Frisby, Brandi N.; Slone, Amanda R.; Bengu, Elif
Titel	Rapport, Motivation, Participation, and Perceptions of Learning in U.S. and Turkish Student Classrooms: A Replication and Cultural Comparison
Quelle	In: Communication Education, 66 (2017) 2, S.183-195 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2016.1208259
Schlagwörter	Foreign Countries; Cross Cultural Studies; Comparative Education; Classroom Environment; Teacher Student Relationship; Student Participation; Learning Motivation; Predictor Variables; Undergraduate Students; Questionnaires; Online Surveys; Likert Scales; Achievement Gains; Hypothesis Testing; Correlation; Student Attitudes; Turkey; United States + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Motivation for studies; Lernmotivation; Prädiktor; Fragebogen; Likert-Skala; Achievement gain; Leistungssteigerung; Hypothesenprüfung; Hypothesentest; Korrelation; Schülerverhalten; Türkei; USA
Abstract	Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U.S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U.S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01