Theories and Practices
Edited By Diana Trebing and Ahmet Atay
chapter 11 Mentoring as an Alternative Motive for College Student Communication with Their Instructors
Scott A. Myers, Janine R. Beer, Alexia C. S. Boswell, Stephanie M. Buggs, Rachael E. Purtell, Brandon R. Ritter, Cory D. Taylor, C. Shaun Trump II, D. Noah Varner, Carae A. Wagner, and Morgan P. Winner
Beginning with the first day of class and continuing well throughout the semester, college students are motivated to communicate with their instructors. As Martin, Myers, and Mottet (2002) posited, students are motivated to talk to their instructors during class for a myriad of reasons: to get to know them on a personal level, to better understand the course material, to seek clarification about an upcoming course assignment, to demonstrate that they know the course material, or to make a good impression. Out of class, students may be motivated to communicate for these same reasons, albeit it in the form of an e-mail message or an office visit (Brooks & Young, 2016; Kelly, Duran, & Zolten, 2001; Young, Pulido, & Brooks, 2018). Still, other reasons why students are motivated to speak with their instructors either in- or out-of-class include seeking advice or assistance, sharing intellectual ideas, asking instructors for favors, or discussing personal issues, course-related issues, or future career plans (Jaasma & Koper, 2001; Theophilides & Terenzini, 1981; Young, Kelsey, & Lancaster, 2011). To extend the study of student motives to communicate with instructors within the mentoring context, this chapter details a research study conducted on undergraduate students’ perceptions of the link between student-instructor communication and instructor mentoring.←203 | 204→
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