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首页> 外文期刊>Communication Research Reports >Student Motives for Communicating with Instructors as a Function of Perceived Instructor Power Use
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Student Motives for Communicating with Instructors as a Function of Perceived Instructor Power Use

机译：与教师沟通的学生动机，作为感知的教师权力使用的函数

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The purpose of this study was to examine the perceived use of instructor power bases (i.e., reward, coercive, referent, legitimate, and expert) in association with student motives for communicating with an instructor (i.e., relational, functional, participatory, excuse-making, and sycophancy) in the college classroom. Participants were 244 students who completed a questionnaire consisting of the Teacher Power Use Scale and Student Communication Motives Scale in reference to an instructor they had immediately prior to data collection. Results of a canonical correlation analysis revealed that (a) when instructors were perceived to use all three prosocial bases of power (i.e., reward, referent, and expert), students were motivated to communicate for the relational, functional, and participatory motives and, to a lesser extent, the excuse-making and sycophancy motives; and (b) when instructors were perceived to use coercive power and lacked expert power, students were motivated to communicate for excuse-making and sycophancy motives, but were unlikely to communicate for the functional motive.
机译：这项研究的目的是结合学生与讲师交流的动机（例如，关系性，功能性，参与性，借口-理由），检验教官权力基础（即奖励，强迫，推荐，合法和专家）的感知使用。制作和亵）。参与者是244名学生，他们完成了问卷调查，包括教师权力使用量表和学生交流动机量表，参考了他们在收集数据之前的指导老师。典范相关性分析的结果表明：（a）当教师被认为使用了所有三个亲社会的权力基础（即奖励，推荐人和专家）时，学生就会出于关系，功能和参与动机进行沟通，并且，在较小程度上，借口的动机和sy夫动机； （b）当教师被认为使用强制性能力且缺乏专家能力时，学生被激发为找借口和夫动机进行交流，但不太可能出于功能动机而进行交流。

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