Difference between revisions of "Affect and motivation"
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A good teacher/tutor bolsters student motivation, confidence, and self-efficacy while mastering the material. Accordingly, the tutors should refraining from confronting, embarrassing, and humiliating the student. And polite conversationalists move towards affect and motivation by following politeness principles.<ref name="graesser1995collaborative">Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one‐to‐one tutoring. Applied cognitive psychology, 9(6), 495-522.</ref> | A good teacher/tutor bolsters student motivation, confidence, and self-efficacy while mastering the material. Accordingly, the tutors should be refraining from confronting, embarrassing, and humiliating the student. And polite conversationalists move towards affect and motivation by following politeness principles.<ref name="graesser1995collaborative">Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one‐to‐one tutoring. Applied cognitive psychology, 9(6), 495-522.</ref> | ||
'''Example (1)''': | '''Example (1)''': | ||
Latest revision as of 08:54, 30 September 2022
A good teacher/tutor bolsters student motivation, confidence, and self-efficacy while mastering the material. Accordingly, the tutors should be refraining from confronting, embarrassing, and humiliating the student. And polite conversationalists move towards affect and motivation by following politeness principles.[1]
Example (1):
-Explainee: ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.'] -Explainer: [ So would you mind telling me a bit about what you've been working on or interested in lately?] ---> politeness indicates an affect and motivation move here -Explainee: ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.'] -Explainer: ["So what are some of the techniques you're applying", 'to look at that debate data?']
Notes
- ↑ Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one‐to‐one tutoring. Applied cognitive psychology, 9(6), 495-522.