Students' propensity to ask questions: Do cognitive flexibility, teacher self-disclosure, student motives to communicate, and affective learning influence question asking in the classroom?

Author

Jacob L. Cayanus

Date of Graduation

2005

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Committee Chair

Richard T. Walls

Committee Co-Chair

Daniel E. Hursh

Committee Member

Anne H. Nardi

Committee Member

Matthew M. Martin

Committee Member

Keith D. Weber

Abstract

The goal of this study was to examine if cognitive flexibility, teacher self-disclosure, student motives to communicate and affective learning influence question asking in the classroom. Results from semi-structured interviews indicated that students ask questions for clarity, teacher behaviors, participation reasons, other students, and class size. Furthermore, cognitive flexibility and the participatory student motive to communicate predicted student question asking in the classroom. Results are discussed in relation to the classroom.

Recommended Citation

Cayanus, Jacob L., "Students' propensity to ask questions: Do cognitive flexibility, teacher self-disclosure, student motives to communicate, and affective learning influence question asking in the classroom?" (2005). Graduate Theses, Dissertations, and Problem Reports. 8592.
https://researchrepository.wvu.edu/etd/8592