Abstract
The present study intended to investigate the relations between classroom context factors, students’ achievements goals, students’ face orientations, students’ attitudes toward question-asking, and student questioning in classrooms. The purposes of this study were: (a) to examine the relations between students’ attitudes toward question-asking and students’ question-asking in classrooms; (b) to understand the relations between classroom context factors, students’ attitude toward question-asking, and students’ question-asking in classrooms; (c) to analyze the relations between students’ achievements goal orientations, students’ attitudes toward question-asking and students’ question-asking in classrooms; (d) to explore the relations between students’ face orientations, student’s attitude toward question-asking and students’ question-asking in classrooms. The participants were 488 undergraduate students from National Tsing Hua University in Taiwan. The instruments used in the study included Classroom Context Scale, Achievement Goal Orientation Scale, Face Orientation Scale, Attitudes toward Question-asking Scale, and Student Questioning Scale. Structural equation modeling (SEM) were used to test the relation between variables and hypotheses in the study. The results of this study were summarized as follows: First, students’ attitudes toward questioning could predict students’ question-asking in classrooms. Students’ cost belief could negatively predict students’ question-asking in classrooms, while students’ benefit belief could positively predict students’ question-asking in classrooms. Secondly, classroom context factors could predict students’ question-asking in classroom. Perception of teacher support and reaction could positively predict students’ question-asking through both cost belief and benefit belief. Furthermore, classroom climate had a positive and direct effect on student questioning. Thirdly, individual achievement goal orientations could predict students’ question-asking in classrooms. Approach-mastery goal had both a direct and indirect on student questioning, and the influences were both positive. Approach-performance goal and Avoidance-mastery goal had an indirect and negative effect on student questioning through cost belief. However, Avoidance-performance goal was found no significant effects on both student’s attitude toward question-asking and students’ question-asking in classrooms. Finally, students’ face orientations could predict student questioning. Acquisitive face orientation could positively predict student questioning, while protective face orientation had an indirect and negative effect on student questioning in classrooms. Based on the findings of this study, suggestions were given for both researches and educational guidance in future studies.