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Classroom Motivational Climate in Online and Face-to-Face Undergraduate Courses: The Interplay of Gender and Course Format
ARTICLE

, University of West Georgia ; ; , Oral Roberts University

JDE Volume 30, Number 1, ISSN 0830-0445 Publisher: Athabasca University Press

Abstract

In this study, the role of gender and course format in college students\u2019 perceptions of classroom motivational climate (i.e., sense of classroom community and perceived classroom goal structure) was examined. Participants were 722 college students from a variety of majors at a comprehensive Midwest American university. Female students felt a stronger sense of community and perceived lower levels of performance-approach goal structure in online classes than their male counterparts experienced. Male students perceived the face-to-face classes as being more communal and less performance-approach oriented than the females did. Further, both male and female students perceived a stronger mastery-approach classroom goal structure in face-to-face than in online classes. These findings suggest that instructors should consider the roles of gender and course format in designing instruction and creating motivational learning environments.

Citation

Yang, Y., Cho, Y. & Watson, A. (2015). Classroom Motivational Climate in Online and Face-to-Face Undergraduate Courses: The Interplay of Gender and Course Format. The Journal of Distance Education / Revue de l'ducation Distance, 30(1),. Athabasca University Press. Retrieved April 10, 2020 from .

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