Abstract
Framed by Rhetorical and Relational Goals Theory, this investigation seeks to understand students’ perceptions of instructors’ motivational messages. College students completed an online questionnaire that asked them about a particular instructors’ use of motivational messages. Qualitative analysis revealed the following themes of instructors’ motivational messages: short, banal motivational messages; classroom ritual motivation; wellness messages; life lessons; personality-based motivation; messages connected to assignments; student-teacher relationship motivation; and, absence of motivational messages.
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