A longitudinal analysis of students' motives for communicating with their instructors. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Myers, Scott A.
• Is Part Of: Communication education. Volume 66:Issue 4(2017)
• Page Start: 467
• Page End: 473
• Publication Date: 2017-10-02
• Subjects: longitudinal survey research -- cross-sectional survey research -- students' motives for communicating with their instructors -- classroom communication -- instructional communication; Oral communication -- Study and teaching -- Periodicals; 302.2242
• DOI: 10.1080/03634523.2017.1313437
• Languages: English
• ISSNs: 0363-4523

Abstract

ABSTRACT: This study utilized the longitudinal survey research design using students' motives to communicate with their instructors as a test case. Participants were 282 undergraduate students enrolled in introductory communication courses at a large Mid-Atlantic university who completed the Student Communication Motives scale at three points (Time 1: second week, Time 2: eighth week, Time 3: 14th week) during the Spring semester. The use of the longitudinal survey research design revealed three motives fluctuated in use: (a) the relational motive was used more at Time 3 than at Time 2, (b) the functional motive was used less between both Time 1 and Time 3 and Time 2 and Time 3, and (c) the sycophancy motive was used less between Time 1 and Time 2, but more between Time 2 and Time 3. The advantages of using a longitudinal survey research design in instructional communication studies are reviewed.