A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes

Abstract

This study investigated relationships among, and changes in, student state motivation, teacher immediacy, and student‐perceived sources of motivation and demotivation across the course of a semester in college classes. Findings supported a causal relationship between teacher immediacy and state motivation and also replicated a pattern in which students perceive motivation as a personally‐owned state and demotivation as a teacher‐owned problem. Test‐retest changes in state motivation and teacher use of nonverbal immediacy behaviors were observed, with absence of negatives more influential than presence of positives in immediacy‐motivation relationships.