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Students' motives for communicating with their instructors and affective and cognitive learning
M M Martin1, T P Mottet, S A Myers
1Communication Studies Department, West Virginia University, Morgantown, WV 26506, USA. MMARTIN@WVU.EDU
Psychological Reports
|February 24, 2001
Abstract:
Students (N = 259) reported on their motives for communicating with their instructors along with completing measures of affective and cognitive learning. The relational, functional, and participatory motives tended to be positively correlated with learning, but there were no significant associations for excuse-making and sycophantic motives with learning.