Semester
Summer
Date of Graduation
2003
Document Type
Thesis
Degree Type
MA
College
Eberly College of Arts and Sciences
Department
Communication Studies
Committee Chair
Scott A. Myers.
Committee Co-Chair
Melanie Booth-Butterfield
Committee Member
James C. McCorskey
Abstract
The purpose of this study was to examine the relationship among instructors' message variables and students' learning orientation (LO), grade orientation (GO), and affective learning. Participants were 193 students (109 men, 83 women) enrolled in introductory communication courses at a large eastern university. Participants completed the Revised Self-Disclosure scale (Wheeless, 1978), the Humor Orientation scale (Booth-Butterfield & Booth-Butterfield, 1991), a narrative scale created for this study, the LOGO II scale (Milton, Pollio, & Eison, 1986) and the Instructional Affect Assessment Instrument (IAAI) (McCroskey, 1994). Results indicated instructors' message variables were not significantly related to students LO/GO, no significant differences among the four categories of LO/GO, and when controlling for LO/GO, few significant relationships were obtained between instructors' message variables and affective learning. Future research should examine if instructors' own learning orientation or grade orientation influences how LO/GO students perform in their course.
Recommended Citation
Bell, Leeanne M., "Instructors' message variables and students' learning orientation/grade orientation and affective learning" (2003). Graduate Theses, Dissertations, and Problem Reports. 742.
https://researchrepository.wvu.edu/etd/742