Teacher communication activities relevant to student motivation: Classroom facework and instructional communication competence

By Jeff Kerssen-griep. 2001

86 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8f55671c8d7dbb31cce27ec13cebe25c9ebbd4b3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jeff Kerssen-griep
2. Jon A. Hess
3. April R. Trees
4. C. McBride-Chang
5. Cecilia Cheung
6. Paul L. Witt
7. Hua Shu

In Language and Linguistics

1. C. McBride-Chang
2. Cecilia Cheung
3. Jon A. Hess
4. April R. Trees
5. Jeff Kerssen-griep

In Social Psychology

1. Jeff Kerssen-griep
2. Jon A. Hess
3. April R. Trees
4. C. McBride-Chang
5. Cecilia Cheung
6. Paul L. Witt

Citations in the corpus

• Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children (2008, background): “It is largely common that antecedents of children’s learning motivation are attributed to school or classroom settings and teachers’ effectiveness (e.g., Daniels, Kalkman, & McCombs, 2001; Kerssen-Griep, 2001; Stipek, Givvin, Salmon, & MacGyvers, 1998).”
• Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “Skilled instructional feedback messages, then, have to manage the tension between achieving both instrumental (e.g., corrective advice-giving) and identity (mutual face-protection) goals (Kerssen-Griep, 2001; Sabee & Wilson, 2005).”