A Cross-Cultural Test of Immediacy–Learning Models in Chinese Classrooms

Abstract

The purpose of this study was to conduct a cross-cultural test of three U.S.-based immediacy–learning models and to compare a proposed integrating model with the existing models in Chinese classrooms. The findings suggested that the affective learning model provided a better fit than the learning model, which had a better fit than the motivation model in Chinese classrooms. Based on the three U.S.-generated models, this study proposed an integrating model, which posited that teacher immediacy had both a direct path, and an indirect path mediated first through affective learning and then through motivation, to cognitive learning. The finding suggested that the proposed integrating model provided the best fit to the data in Chinese classrooms.

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