Abstract
This study explored how teacher clarity may be construed differently by students with differing traits depending upon the content of the instruction. Specifically, it examined relationships between students’ need for cognition and cognitive style and their perceptions of teacher clarity in science, technology, engineering, and math (STEM) and non-STEM classes. Results showed that participants’ need for cognition and analytic cognitive style positively predicted perceptions of teacher clarity in STEM classes but did not do so in non-STEM classes.
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