Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Logistically, instructors of large classes cannot provide individualized attention to every student. Subsequently, these instructors may show decreased pedagogical caring, or behaviors that recognize their students are unique individuals with intrinsic worth. 206 undergraduate students reflected on the smallest or largest course taken during Spring 2019 and completed scales concerning their well-being, motivation, instructor’s pedagogical caring, resistance to learning, and course performance. Results indicated that class size negatively predicted pedagogical caring, pedagogical caring positively predicted student outcomes, and motivation mediated this relationship. These findings suggest that when instructors care about their students, this is associated with better grades and well-being.
Session Format
Student Voices in SoTL Poster
1
Location
Harborside Ballroom East
Recommended Citation
Dunbar, Terri, "Role of Pedagogical Caring and Class Size with Student Outcomes" (2020). SoTL Commons Conference. 109.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/109
Role of Pedagogical Caring and Class Size with Student Outcomes
Harborside Ballroom East
Logistically, instructors of large classes cannot provide individualized attention to every student. Subsequently, these instructors may show decreased pedagogical caring, or behaviors that recognize their students are unique individuals with intrinsic worth. 206 undergraduate students reflected on the smallest or largest course taken during Spring 2019 and completed scales concerning their well-being, motivation, instructor’s pedagogical caring, resistance to learning, and course performance. Results indicated that class size negatively predicted pedagogical caring, pedagogical caring positively predicted student outcomes, and motivation mediated this relationship. These findings suggest that when instructors care about their students, this is associated with better grades and well-being.
