Understanding student burnout in quantitative reasoning courses

被引：1

作者：

Kelly, Stephanie ^{[1
]}

Minuci, Eduardo G. ^{[2
]}

Ducking, Johnny ^{[3
]}

Romero, Alfredo ^{[4
]}

机构：

[1] North Carolina A&T State Univ, Dept Business Informat Syst & Analy, 1601 E Market St, Greensboro, NC 27411 USA

[2] North Carolina A&T State Univ, Dept Econ, Greensboro, NC USA

[3] Ole Miss, Dept Econ, University, MS USA

[4] North Carolina A&T State Univ, Dept Chair, Greensboro, NC USA

来源：

COMMUNICATION QUARTERLY | 2025年 / 73卷 / 01期

关键词：

Burnout; quantitative reasoning; credibility; caring; active empathetic listening; listening; computer-mediated immediate behaviors; INSTRUCTOR CREDIBILITY; IMMEDIACY; COMMUNICATION; ACHIEVEMENT; MEDIATOR; PERSIST; DISSENT; INTENT;

D O I：

10.1080/01463373.2024.2438835

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

The purpose of this study was to better understand how instructor communicative behaviors affect student burnout in quantitative reasoning courses. The study tests a model in which instructor computer-mediated immediate behaviors and active empathetic listening behaviors act as indirect influences of burnout through the mediation of instructor credibility. The results support a model in which instructor computer-mediated immediate behaviors and the active empathetic listening skill of responding do indeed indirectly influence student burnout in quantitative reasoning courses. The instructor credibility dimension of caring mediated the model.

引用

页码：115 / 132

页数：18

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