Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter

Brandi Frisby, Nicholas Tatum, Flora Galy-Badenas, Elif Bengu

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Instructional communication research is critiqued for lacking theoretical development and limited cultural understanding. This study tested the instructional beliefs model (IBM) in three countries: US, Turkey, and Finland. Participants (N = 376) reported perceptions of teacher relevance, state motivation, procedural justice, learner empowerment, and revised learning indicators. Results revealed that the IBM provided a good fit to the data in Turkey and Finland but not in the US. In all models, procedural justice and state motivation were significant predictors of learner empowerment, and learner empowerment strongly predicted revised learning indicators. However, teacher relevance only predicted learner empowerment in non-US classrooms. These results have practical implications for teaching in increasingly diverse classrooms and understanding higher education abroad. This study supports and extends IBM.

Original languageEnglish
Pages (from-to)1-21
Number of pages21
JournalJournal of Intercultural Communication Research
Volume51
Issue number1
DOIs
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2021 World Communication Association.

Keywords

  • Culture
  • instructional communication
  • learner empowerment
  • theory

ASJC Scopus subject areas

  • Cultural Studies
  • Communication

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