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The Impact of Teacher and Peer Communication on Adolescents' Learning Outcomes - Positive Perception Makes Better Performance
Li, JH (Li, J. H.)1; Jin, GY (Jin, G. Y.)1; Chen, YW (Chen, Y. W.)2
第一作者Li, JH (Li, J. H.)
2013
会议名称IEEE International Conference on Industrial Engineering and Engineering Management (IEEM)
通讯作者邮箱lijh_hr@126.com
会议录名称International Conference on Industrial Engineering and Engineering Management IEEM
页码650-654
会议日期DEC 10-13, 2013
会议地点Bangkok, THAILAND
摘要

This study aims to probe the effects of teachers' and peers' communication style and quality on adolescents' cognitive and emotional learning by questionnaires and regression analysis. The relations between impact of emotional learning and academic learning are examined; and the intermediate variable of learning performance is found out to be learning motivation. Results show that students' perception of communication style would will affect their learning. Emotional learning affects cognitive learning-positive perception makes better performance, and vice versa. Among communication styles, the attentive style has an impact on communication quality. Communication quality does have influence on academic performance, but it is mediated by teacher-student communication relationship perceived by students. Motivation partially mediates the influence of teacher-student and peer communication on students' learning outcomes.

关键词Communication Style Communication Quality Cognitive Learning Emotional Learning Learning Outcomes
语种英语
文献类型会议论文
条目标识符http://ir.psych.ac.cn/handle/311026/26737
专题中国科学院行为科学重点实验室
作者单位1.Univ Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing, Peoples R China
2.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing, Peoples R China
推荐引用方式
GB/T 7714
Li, JH ,Jin, GY ,Chen, YW . The Impact of Teacher and Peer Communication on Adolescents' Learning Outcomes - Positive Perception Makes Better Performance[C],2013:650-654.
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