The Interplay of Teacher Success, Credibility, and Stroke with Respect to EFL Students’ Willingness to Attend Classes

• Authors: Reza Pishghadam , Ali Derakhshan , Kiyana Zhaleh

Abstracts

EN

Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Teachers Questionnaire (Moafian & Pishghadam, 2008), Teacher Credibility Scale (McCroskey & Teven, 1999), Student Stroke Scale (Pishghadam & Khajavi, 2014), and WTAC Scale (Rajabnejad, Pishghadam, & Saboori, 2017). For data analysis, Pearson multiple correlation coefficients and path analysis were employed. The results of correlational analyses revealed a significantly positive correlation, first, between teacher success and students’ WTAC, secondly, between teacher credibility and students’ WTAC, and thirdly, between teacher stroke and students’ WTAC. Furthermore, the results of path analysis indicated that students’ WTAC was significantly predicted by teacher success, credibility, and stroke. At the end, the results were discussed in light of previous findings, and potential conclusions were made in the EFL context accordingly.

Keywords

EN

Teacher Success; Teacher Credibility; Teacher Stroke; Willingness to Attend Classes; Path Analysis

• Publisher: Polska Akademia Nauk
• Journal: Polish Psychological Bulletin
• Year: 2019
• Volume: 50
• Issue: 4
• Pages: 284-292

Dates

published

2019

Contributors

author

Reza Pishghadam

author

Ali Derakhshan

author

Kiyana Zhaleh

Identifiers

Biblioteka Nauki

2129804