Rapport, Motivation, Participation, and Perceptions of Learning in U.S. and Turkish Student Classrooms: A Replication and Cultural Comparison

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Date

2017

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Volume Title

Publisher

Routledge Journals, Taylor & Francis Ltd

Open Access Color

Green Open Access

No

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Abstract

Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U. S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U. S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes.

Description

Bengu, Elif/0000-0001-9817-7207

Keywords

Culture, Rapport, State Motivation, Participation, Perceived Learning

Turkish CoHE Thesis Center URL

Fields of Science

0508 media and communications, 05 social sciences, 0503 education

Citation

WoS Q

Q3

Scopus Q

Q2
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OpenCitations Citation Count
17

Source

Communication Education

Volume

66

Issue

2

Start Page

183

End Page

195
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CrossRef : 21

Scopus : 28

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28

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20

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4

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