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ERIC Number: EJ901297
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-1812-9129
Perception of Teacher Support and Reaction towards Questioning: Its Relation to Instrumental Help-Seeking and Motivation to Learn
Kozanitis, Anastassis; Desbiens, Jean-Francois; Chouinard, Roch
International Journal of Teaching and Learning in Higher Education, v19 n3 p238-250 2007
The present study was conducted to determine the effects of students' perception of both teacher support and students' reaction to questioning on the instrumental help-seeking strategy used by students. The researchers also examined the relationships between these three variables and the motivational components of achievement goal theory. A self-report questionnaire was administered to 1558 undergraduate university students, and structural equation modeling (SEM) was used to explore relations between the variables. Overall, the fit of the base model was reasonably good. Results indicate that perception of teacher reaction had a direct and positive effect on students' instrumental help seeking, as well as indirect and positive effects on self-efficacy, and task value. Perception of teacher support had an indirect, positive effect on task value. Furthermore, results revealed that motivational components have important mediating effects on instrumental help-seeking. (Contains 2 tables and 2 figures.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada