PERCEIVED TEACHER SUPPORT OF STUDENT QUESTIONING IN THE COLLEGE CLASSROOM - ITS RELATION TO STUDENT CHARACTERISTICS AND ROLE IN THE CLASSROOM QUESTIONING PROCESS

College students' perceptions of their teachers' support of student qu estioning (SQ) was examined. Perceived teacher support had significant and consistent relationships with students' motivational tendencies a nd 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 perceive d high levels of support, which does not account for the low incidence of SQ in college classrooms. Agreement between student perceptions an d teacher self-reports suggested that creating opportunities for quest ions and providing high quality answers are important dimensions of te acher support. The possible self-fulfilling consequences of perceived teacher support is discussed. Teacher support for SQ may influence the likelihood that students formulate questions.