Title

How Does Teacher Clarity Affect Student Learning? A Multi-Cultural Test for the Mediated Effect

Authors

Qin Zhang, Fairfield UniversityFollow
Baohua Huang

Document Type

Article

Publication Date

2008

Abstract

The purpose of this study was to test for the mediation of affective learning and motivation in the effect of teacher clarity on student cognitive learning in U.S., Chinese, German, and Japanese classrooms. Participants included 695 college students from the four cultures. The results of structural equation modeling suggested full mediation for affective learning and motivation in the clarity-learning relationship. Teacher clarity had only indirect effect on student cognitive learning mediated through affective learning and motivation consecutively. Teacher clarity first increased student affective learning, which then affected motivation, which in turn influenced cognitive learning.

Comments

Copyright 2008 Texas Speech Communication Association

A link to full text has been provided for authorized users.

Publication Title

Texas Speech Communication Journal

Repository Citation

Zhang, Qin and Huang, Baohua, "How Does Teacher Clarity Affect Student Learning? A Multi-Cultural Test for the Mediated Effect" (2008). Communication Faculty Publications. 58.
https://digitalcommons.fairfield.edu/communications-facultypubs/58

Published Citation

Zhang, Qin, and Baohua Huang. "How Does Teacher Clarity Affect Student Learning? A Multi-Cultural Test for the Mediated Effect." Texas Speech Communication Journal 33.1 (2008).