TY - JOUR
T1 - How Does Teacher Clarity Affect Student Learning? A Multi-Cultural Test for the Mediated Effect
AU - Zhang, Qin
AU - Huang, Baohua
PY - 2008/1/1
Y1 - 2008/1/1
N2 - The purpose of this study was to test for the mediation of affective learning and motivation in the effect of teacher clarity on student cognitive learning in U.S., Chinese, German, and Japanese classrooms. Participants included 695 college students from the four cultures. The results of structural equation modeling suggested full mediation for affective learning and motivation in the clarity-learning relationship. Teacher clarity had only indirect effect on student cognitive learning mediated through affective learning and motivation consecutively. Teacher clarity first increased student affective learning, which then affected motivation, which in turn influenced cognitive learning.
AB - The purpose of this study was to test for the mediation of affective learning and motivation in the effect of teacher clarity on student cognitive learning in U.S., Chinese, German, and Japanese classrooms. Participants included 695 college students from the four cultures. The results of structural equation modeling suggested full mediation for affective learning and motivation in the clarity-learning relationship. Teacher clarity had only indirect effect on student cognitive learning mediated through affective learning and motivation consecutively. Teacher clarity first increased student affective learning, which then affected motivation, which in turn influenced cognitive learning.
UR - https://digitalcommons.fairfield.edu/communications-facultypubs/58
UR - https://libraryapps.fairfield.edu/openurl?paramdict=en-US&genre=article&spage=10&SS_issnh=0363-8782&issn=03638782&SS_referer=http%3A%2F%2Fscholar.google.com%2Fscholar%3Fas_q%3DHow%2Bdoes%2Bteacher%2Bclarity%2Baffect%2Bstudent%2Blearning%2BA%2Bmulticultural%2Btest%2Bfor%2Bthe%2Bmediated%2Beffect%26as_epq%3D%26as_oq%3D%26as_eq%3D%26as_occt%3Dany%26as_sauthors%3Dzhang%26as_publication%3D%26as_ylo%3D%26as_yhi%3D%26hl%3Den%26as_sdt%3D0%252C7&auinit=Q&date=2008&aulast=Zhang&atitle=How+does+teacher+clarity+affect+student+learning%3F+A+multi-cultural+test+for+the+mediated+effect&title=Texas+speech+communication+journal&localeid=1033¶mdict=en-US&SS_LibHash=DS3US6US9G&sid=google&SS_source=51&l=DS3US6US9G&SS_ReferentFormat=JournalFormat&au=Zhang&PP=true&volume=33&SS_RequestType=1&&SS_PostParamDict=disableOneClick&newUI=1clickoff
M3 - Article
VL - 33
JO - Texas Speech Communication Journal
JF - Texas Speech Communication Journal
ER -