Perceived understanding, interaction involvement, and college student outcomes

Abstract

The purpose of this study was to explore the relationship between perceived understanding and interaction involvement and student outcomes (i.e., perceived affective learning, state motivation, satisfaction) in the college classroom. Participants were 176 undergraduate students enrolled in an introductory communication course at a large midwestern university. Results indicated that students who feel understood, and to a lesser degree are involved in classroom interaction, report high amounts of affect toward the instructor, state motivation, and satisfaction as well as moderate amounts of affect toward the course content and the recommended course behaviors. Future research should consider exploring what experiences or interactions affect students’ perceived understanding and/or interaction involvement in the classroom.