The Effects of Out-of-Class Support on Student Satisfaction and Motivation to Learn *

摘要

This investigation examined how out-of-class support (OCS) affects student satisfaction and motivation to learn. Students (N =594) were randomly assigned to experimental conditions manipulating a highly supportive, moderately supportive, or nonsupportive teacher following a hypothetically stressful situation. Significant and meaningful main effects of OCS for student satisfaction and motivation were obtained, with students reporting greatest satisfaction and motivation to learn with highly supportive teachers, and less satisfaction and motivation with moderately and nonsupportive teachers. Implications for the teacher-student relationship are examined along with potential risks associated with the use of OCS communication.