College student attendance: impact of instructor immediacy and verbal aggression

Abstract

This study examined the attendance behaviors of undergraduate students. Much of the existing literature had focusesd on student variables in determining attendance in the classroom. In the present study, the focus was on students' perceptions of instructor behaviors instead. Students completed questionnaires and reported their own attendance in class, as well as their perceptions of their instructor's nonverbal immediacy and verbal aggression. Results indicated that perceived teacher immediacy was positively related to student attendance in class, whereas perceived instructor verbal aggressiveness was inversely related to attendance. This study implies that teachers have the power to improve student attendance patterns by altering certain of their communicative behaviors.

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