Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home
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Abstract
This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497.
Keywords: Language politeness, academic motivation, self-efficacy, school from home.
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Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
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