Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn

By Jeff Kerssen-griep, Jon A. Hess, April R. Trees. 2003

110 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/baaf18872bafb417a0c2cd8c7648bacaec8a7821

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In Social Psychology

Citations in the corpus

College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, background): “One way in which scholars have begun to incorporate SDT into the communication literature is by adapting generic scales created in psychology to fit their investigations (Bolkan & Goodboy, 2015; Bolkan et al., 2011; Kerssen-Griep et al., 2003).”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, methodology): “…motivations, task mastery goal orientation, attentiveness and responsiveness, and receptivity to feedback, as well as students’ perceptions of their teachers as credible mentors giving useful feedback within supportive learning environments (Kerssen-Griep et al. 2003, 2008; Trees et al., 2009).”
The Instructional Feedback Orientation Scale: Conceptualizing and Validating a New Measure for Assessing Perceptions of Instructional Feedback (2009, background): “Such a generalization is rarely useful, given the enormous flexibility that teachers have in opening and maintaining dialogues, and in repairing threats to face brought on by the presence of corrective feedback (for an excellent discussion of this, see Kerssen-Griep et al., 2003).”
Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation (2014, methodology): “Instructors can support students’ face by giving face-sensitive performance feedback (Kerssen-Griep et al., 2003; Kerssen-Griep, Trees, & Hess, 2008).”
Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “Another study (Kerssen-Griep et al., 2003) showed that students sustain greater intrinsic learning motivations, interactional attentiveness and responsiveness, and a task-mastery goal orientation toward schooling when they experience face support from their instructor during feedback.”