Title

The Power Of Provisional/Immediate Language Revisited: Adding Student Personality Traits To The Mix

Keywords

Big Five; Communication Traits; Feedback to Students; Instructional Communication; Motivation

Abstract

Previous research found that relatively minor changes in the wording of written assessments can influence students' motivation and affect toward the teacher. Not considered previously, however, is the role that student personality traits might play. Are the observed effects consistent across various personality types, or are different personality types affected differently by the same teacher behaviors? This study takes a first step toward answering that question, replicating the previous written feedback style research while adding the dimension of student personality traits to the investigation. The results suggest that the treatment may not be effective for those with high extroversion, low conscientiousness, and low neuroticism. When those cases were excluded from the analysis, the variance accounted for increased substantially, supporting the notion that efficacy of the teacher behaviors is, in part, dependent on student personality traits. © 2013 Copyright Eastern Communication Association.

Publication Date

4-1-2013

Publication Title

Communication Research Reports

Volume

30

Issue

2

Number of Pages

85-95

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/08824096.2012.747178

Socpus ID

84876338147 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84876338147

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