Longitudinal trajectories of student-to-student confirmation and autonomous motivation throughout a college semester
Bibliographic Data
| ID | 21539722 |
|---|---|
| Authors | Zac D Johnson (0000-0003-3755-7323, Department of Human Communication Studies, California State University, corresponding author), Matt Shin (0000-0002-5747-6902, independent scholar), Sara Labelle (0000-0002-4998-7278, Chapman University) |
| Year | 2025 |
| Volume | 74 |
| Issue | 3 |
| Pages | 215-239 |
| Publication date | 2025-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Communication Education (JOURNAL) |
| Journal identifiers | ISSN: 0363-4523 • E-ISSN: 1479-5795 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03634523.2025.2468253 |
| OpenAlex | W4408281249 |
| Language | EN |
| References cited | 64 |
Guided by confirmation theory and self-determination theory, we conducted a longitudinal exploration of college students’ (N = 400) experiences of student-to-student confirmation and their autonomous motivation to learn throughout a 16-week semester. Students reported receiving more individual attention, acknowledgement, and assistance as the semester progressed, but also reported declines in their autonomous motivation. Results of a multivariate latent growth curve analysis suggested that students who received more confirmation at the beginning of the semester also started with greater autonomous motivation; however, high initial levels of assistance were associated with steeper declines in autonomous motivation. After accounting for latent trajectories, all three dimensions of student-to-student confirmation shared positive associations with autonomous motivation at each time interval (i.e., beginning, middle, and end of the semester). Results provide a basis for theorizing about the unique role of confirmation in the classroom and highlight the importance of studying how sociopsychological phenomena travel together through time
Higher education · Mathematics education · Pedagogy · Political science · Student engagement · Communication in Education and Healthcare · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |