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Autor/inn/en | Larseingue, Matt; Sawyer, Chris R.; Finn, Amber N. |
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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 |
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) 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |