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Abstract
Out-of-class communication (OCC) has been found to have a positive impact on students; however, students often do not engage in it. Some teacher behaviors have been associated with increased OCC but why students do or do not engage in OCC is not well understood. Martin, Myers, and Mottet's (1999) motives for communicating with instructors was applied to students' OCC, and it was hypothesized to be associated with students' educational orientation. Learning orientation was positively associated with relational motives, and grade orientation was positively associated with excuse making and sycophancy motives.
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