Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations.

ABSTRACT:

Theoretical background

Previous studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.

Aims and research questions

This study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their current motivation with unpublished video recorded data of the same learning situations. We examined how lecturers' instructional clarity predicted states of students' learning motivation.

Sample(s)

One hundred and fifty-five preservice teachers assessed their situated expectancies and task values three times within each we

SUBMITTER: Oschwald A 

PROVIDER: S-EPMC12427158 | biostudies-literature | 2025 Sep

REPOSITORIES: biostudies-literature