Date of Award
4-25-2017
Document Type
Thesis
Degree Name
Communication Studies, MA
First Advisor
Po-Lin Pan
Second Advisor
Gilbert Fowler
Committee Members
Manu Bhandari; Marceline Hayes
Call Number
LD251 .A566t 2017 N49
Abstract
This study surveyed 200 A-State students and conducted sixteen in-depth interviews to examine the effects of students’ perception and preferences to professor feedback on their motives to communicate in a classroom based on cultural orientations. The results found cultural orientation had a considerable impact on what aspects of feedback students consider as the most important to them. Besides, the findings demonstrated that students who valued different types of feedback had different communicative motives in their classes regardless of their cultural orientations. The interviews were to explore students’ preferences to professor feedback based on their level of collectivism and individualism. The findings indicate the collectivist students prefer to get organizational feedback, descriptive feedback, and motivational feedback while the individualistic students prefer to receive specific feedback, effective feedback, and suggestions. The findings also show that feedback with suggestions for students’ future work can contribute to creating a turning point for students in general.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Nguyen, Viet M., "The Perception of Professor Feedback: A Cultural Approach to Students’ Communicative Motives in Classroom" (2017). Student Theses and Dissertations. 558.
https://arch.astate.edu/all-etd/558
