The Relationship between Teacher Immediacy and Student Motivation.

This descriptive correlational study examined the relationships between teacher immediacy and student motivation. Specifically, verbal and nonverbal independent variables were compared with dependent traits of expectancy-value and approach-avoidance motivation. Students selfreported perceived levels of instructor immediacy and self-rated their resulting motivation. The measures of verbal and nonverbal immediacy showed a substantial positive correlation with each other; nonverbal immediacy and expectancy-value evidenced a moderate association. In addition, approach showed a moderate positive correlation with avoidance. Results indicated immediacy does have an association with motivation, specifically nonverbal with expectancyvalue. Students also indicated a difference in immediacy between professors and graduate students. These differences yield important insight into ways instructors can analyze and reflect on classroom communication methods. This study provides useful, descriptive data indicating the need and direction for future research.

[1]  J. W. Atkinson.  Motivational determinants of risk-taking behavior. , 1957, Psychological review.

[2]  A. Mehrabian.  Some referents and measures of nonverbal behavior , 1968 .

[3]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[4]  J. Davis,et al.  Elementary Survey Analysis , 1972 .

[5]  A. Mehrabian.  Silent Messages: Implicit Communication of Emotions and Attitudes , 1971 .

[6]  B. O. Smith,et al.  Research in teacher education: A symposium , 1971 .

[7]  J. F. Andersen.  Teacher Immediacy as a Predictor of Teaching Effectiveness , 1979 .

[8]  B. Weiner.  Human Motivation: Metaphors, Theories, and Research , 1980 .

[9]  E. Berscheid.  Silent Messages: Implicit Communication of Emotions and Attitudes. 2nd ed , 1981 .

[10]  John J. Kennedy,et al.  Teacher Clarity and Its Relationship to Student Achievement and Satisfaction , 1985 .

[11]  Virginia P. Richmond,et al.  Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning , 1986 .

[12]  J. Brophy.  Motivating Students To Learn , 1987 .

[13]  Virginia P. Richmond,et al.  The Relationship Between Selected Immediacy Behaviors and Cognitive Learning , 1987 .

[14]  J. Gorham.  The relationship between verbal teacher immediacy behaviors and student learning , 1988 .

[15]  P. Lachenbruch.  Statistical Power Analysis for the Behavioral Sciences (2nd ed.) , 1989 .

[16]  Diane M. Christophel,et al.  The Relationship of Teachers' Use of Humor in the Classroom to Immediacy and Student Learning. , 1990 .

[17]  J. Burgoon,et al.  Nonverbal Communication , 2018, Encyclopedia of Evolutionary Psychological Science.

[18]  Diane M. Christophel.  The relationships among teacher immediacy behaviors, student motivation, and learning , 1990 .

[19]  Robert G. Powell,et al.  The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment , 1990 .

[20]  E. Deci,et al.  Motivation and Education: The Self-Determination Perspective , 2008 .

[21]  Teacher Immediacy and Power in the Classroom: The Application of Implicit Communication Theory. , 1992 .

[22]  H. Sypher,et al.  Communication Research Measures: A Sourcebook , 1994 .

[23]  David Nicol,et al.  Teaching Tips: Strategies, Research, and Theory for College and University Teachers , 1994 .

[24]  山口 薫,et al.  英国におけるEducational Psychologist--その役割,機能,養成 , 1995 .

[25]  Classroom Situations Which Lead to Student Participation. , 1995 .

[26]  Patricia Kearney,et al.  Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator , 1996 .

[27]  Eric M. Anderman,et al.  The Development and Validation of Scales Assessing Students' Achievement Goal Orientations , 1998, Contemporary educational psychology.

[28]  K. Menzel,et al.  The impact of gender and immediacy on willingness to talk and perceived learning , 1999 .

[29]  Students’ motives for communicating with their instructors , 1999 .

[30]  D. Clayson.  Students’ Evaluation of Teaching Effectiveness: Some Implications of Stability , 1999 .

[31]  J. Eccles,et al.  Expectancy-Value Theory of Achievement Motivation. , 2000, Contemporary educational psychology.

[32]  Autumn P. Edwards.  The impact of instructor verbal and nonverbal immediacy on student perceptions of attractiveness and homophily , 2001 .

[33]  J. Brophy.  Motivating students to learn, 2nd ed. , 2004 .

[34]  Lawrence R. Wheeless,et al.  A meta‐analytical review of the relationship between teacher immediacy and student learning , 2004 .