Instruction style, student learning and performance spirals

Title: Instruction style, student learning and performance spirals
Creator: Hartnett, Neil; Römcke-Jones, Jennifer; Yap, Christine
Relation: Asian Review of Accounting Vol. 11, Issue 1, p. 69-87
Publisher Link: http://dx.doi.org/10.1108/eb060763
Publisher: Emerald Group Publishing
Resource Type: journal article
Date: 2003
Description: This paper considers the association between instruction style and student academic performance, and draws from recent laboratory research where accounting student performance was found to be closely associated with the effect of instructor behaviour upon student task motivation and deep learning. Drawing upon emergent motivation theory, we discuss the proposition that appropriate instructor behaviours, through their positive effect upon student task motivation, anxiety and emergent confidence, can induce an upward performance shift, or interrupt a downward shift. A performance spiral model is modelled whereby students carry with them the learning responses from repeated good (or poor) performance into subsequent task settings, with corresponding accentuated effects upon anxiety and motivation.
Subject: instruction style; student academic performance; instructor behaviour; motivation theory; student task motivation; performance spiral model
Identifier: http://hdl.handle.net/1959.13/27400
Identifier: uon:1633
Identifier: ISSN:1321-7348
Language: eng
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