Teachers' Language Politeness, Students' Academic Motivation and Self-Efficacy during School from Home
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| Title: | Teachers' Language Politeness, Students' Academic Motivation and Self-Efficacy during School from Home |
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| Language: | English |
| Authors: | Rivai, Mantasiah (ORCID |
| Source: | Cypriot Journal of Educational Sciences. 2021 16(5):2161-2172. |
| Availability: | Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Language Usage, Student Motivation, Self Efficacy, Home Study, Teacher Student Relationship, Electronic Learning, Elementary School Students, COVID-19, Pandemics, Distance Education, Foreign Countries, Grade 5, Grade 6 |
| Geographic Terms: | Indonesia |
| ISSN: | 1305-905X |
| Abstract: | This study aims to investigate the influence of teachers' language politeness on students' academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students' academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers' language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers' language politeness significantly influences students' academic motivation and self-efficacy during online learning. Teachers' language politeness was more likely to have greater influence on students' self-efficacy than on students' academic motivation. As shown in the model, the value of the relationship between students' academic motivation and self-efficacy was 0.497. [Note: The volume number (15) shown on the PDF is incorrect. The correct citation for this article is v16 n5.] |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1320860 |
| Database: | ERIC |
| Abstract: | This study aims to investigate the influence of teachers' language politeness on students' academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students' academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers' language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers' language politeness significantly influences students' academic motivation and self-efficacy during online learning. Teachers' language politeness was more likely to have greater influence on students' self-efficacy than on students' academic motivation. As shown in the model, the value of the relationship between students' academic motivation and self-efficacy was 0.497. [Note: The volume number (15) shown on the PDF is incorrect. The correct citation for this article is v16 n5.] |
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| ISSN: | 1305-905X |
