Students' Motives for Communicating with their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender

Abstract

The purpose of this study was to explore how student motives to communicate (i.e., relational, functional, participatory, excuse making, sycophantic) with their instructors are influenced jointly by perceived instructor socio-communicative style and student socio-communicative orientation. Participants were 225 students enrolled in a variety of introductory communication courses at a Midwestern university. Results indicate that (a) the relational and sycophantic motives to communicate are related to both student and instructor assertiveness and responsiveness, (b) the functional, participatory, and excuse making motives to communicate are related to student assertiveness, and (c) the participatory and functional motives are related to instructor responsiveness and student responsiveness, respectively. Moreover, it was found that (a) female students communicate more for the functional motive than male students and (b) male students communicate more for the relational and the sycophantic motives than female students.