Communication in the classroom: Power and motivation
- 1 July 1990
- journal article
- research article
- Published by Taylor & Francis in Communication Education
- Vol. 39 (3) , 181-195
- https://doi.org/10.1080/03634529009378801
Abstract
The goal of the present study was to determine which power bases and Behavior Alteration Techniques have positive, negative, and no association with student motivation toward studying course content. In addition, teacher immediacy and teacher use of affinity‐seeking techniques were examined for their potential to off‐set possible negative effects on student motivation resulting from teachers’ use of power and BATs to control mundane student behaviors in the classroom. To replicate previous work and place this study within the context of that work, both cognitive and affective learning also were examined. Results are summarized in the context of this and the previous studies in this series.Keywords
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