LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	83769
Collocazione	UPS BIBL CENTR 39-C-2790
Autore	MICARI, M.
Titolo	Is it OK to ask? : the impact of instructor openness to questions on student help-seeking and academic outcomes. Parte componente di periodico
Descrizione fisica	pp. 143-157.
Nota generale	Estratto da: Active Learning in Higher Education 2021, 22, 2
Riassunto	Instructors’ actions in the classroom matter; what the instructor does and says can impact students’ attitudes about the course and learning approaches, which can in turn impact the quality of their learning. This study examines the relationships among instructor openness to student questions, student help-seeking behavior, and student final grade in lecture-style college/university courses. Two hundred sixty-eight university students completed measures on their perception of instructor openness to questions and their approach to help-seeking in class. Perceived instructor openness and help-seeking were positively related to grade. Help-seeking mediated the relationship between perceived instructor openness to questions and final grade. Participants were also asked for examples of communication behaviors instructors used to either promote or suppress help-seeking; themes emerging from these responses are presented, and implications for instructors are given.
Tipo di documento	RICERCA.
Soggetto	ISTRUZIONE.
	DOCENTI.
	STUDENTI.
	UNIVERSITÀ.
	ADOLESCENTI.
	AUTOSTIMA.
	PEDAGOGIA.
Ambito	Pedagogico
Autore Secondario	CALKINS, S.
Titolo correlato	Active Learning in Higher Education 2021, 22, 2
Accesso online	Accesso diretto all'articolo

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Is it OK to ask? : the impact of instructor openness to questions on student help-seeking and academic outcomes.