Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process.

Abstract

College students' perceptions of their teachers' support of student questioning (SQ) was examined. Perceived teacher support had significant and consistent relationships with students' motivational tendencies and strategy use typical of self-regulated learners. Perceived teacher support affected the likelihood of SQ by influencing whether students had a question to ask and their level of inhibition. Students perceived high levels of support, which does not account for the low incidence of SQ in college classrooms. Agreement between student perceptions and teacher self-reports suggested that creating opportunities for questions and providing high quality answers are important dimensions of teacher support. The possible self-fulfilling consequences of perceived teacher support is discussed