TY - JOUR
T1 - Testing the Applicability of the Instructional Beliefs Model across Three Countries
T2 - The Role of Culture as a Theoretical Parameter
AU - Frisby, Brandi
AU - Tatum, Nicholas
AU - Galy-Badenas, Flora
AU - Bengu, Elif
N1 - Publisher Copyright:
© 2021 World Communication Association.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Culture
KW - instructional communication
KW - learner empowerment
KW - theory
UR - http://www.scopus.com/inward/record.url?scp=85117318235&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85117318235&partnerID=8YFLogxK
U2 - 10.1080/17475759.2021.1990109
DO - 10.1080/17475759.2021.1990109
M3 - Article
AN - SCOPUS:85117318235
SN - 1747-5759
VL - 51
SP - 1
EP - 21
JO - Journal of Intercultural Communication Research
JF - Journal of Intercultural Communication Research
IS - 1
ER -