A TEST-RETEST ANALYSIS OF STUDENT MOTIVATION, TEACHER IMMEDIACY, AND PERCEIVED SOURCES OF MOTIVATION AND DEMOTIVATION IN COLLEGE CLASSES

This study investigated relationships among, and changes in, student s tate motivation, teacher immediacy, and student-perceived sources of m otivation and demotivation across the course of a semester in college classes. Findings supported a causal relationship between teacher imme diacy and state motivation and also replicated a pattern in which stud ents perceive motivation as a personally-owned state and demotivation as a teacher-owned problem. Test-retest changes in state motivation an d teacher use of nonverbal immediacy behaviors were observed, with abs ence of negatives more influential than presence of positives in immed iacy-motivation relationships.