The Effects of Instructor Interpersonal Style on Various Types of Student Motivation
Presenter Hometown
Oneida, TN
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Jonathan S. Gore
Mentor Department
Psychology
Recommended Citation
Creech, Craig B., "The Effects of Instructor Interpersonal Style on Various Types of Student Motivation" (2017). University Presentation Showcase Event. 4.
https://encompass.eku.edu/swps/2017/undergraduate/4
Abstract
The current study examined the relationship between instructor interpersonal style, defined as dominance or warmth, and student motivation. Undergraduate students (n=273) enrolled in an introductory psychology course completed a survey that measured several variables including student perceptions on instructor interpersonal style and personal motivation. We hypothesized that perceived instructor warmth would increase student motivation, while perceived instructor dominance would decrease student motivation. A follow-up survey was completed one month later. Hierarchical linear regression was conducted. The results indicated that both perceived instructor dominance and warmth were correlated with increased levels of introjected motivation, while perceived instructor warmth was also correlated with an increase in identified motivation. Implications for the relationship between instructor interpersonal styles and specific types of student motivations are discussed.
Presentation format
Poster
Poster Number
095
The Effects of Instructor Interpersonal Style on Various Types of Student Motivation
The current study examined the relationship between instructor interpersonal style, defined as dominance or warmth, and student motivation. Undergraduate students (n=273) enrolled in an introductory psychology course completed a survey that measured several variables including student perceptions on instructor interpersonal style and personal motivation. We hypothesized that perceived instructor warmth would increase student motivation, while perceived instructor dominance would decrease student motivation. A follow-up survey was completed one month later. Hierarchical linear regression was conducted. The results indicated that both perceived instructor dominance and warmth were correlated with increased levels of introjected motivation, while perceived instructor warmth was also correlated with an increase in identified motivation. Implications for the relationship between instructor interpersonal styles and specific types of student motivations are discussed.
