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The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning

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References

1990The relationships among teacher immediacy behaviors, student motivation, and learning923 cited
1988The relationship between verbal teacher immediacy behaviors and student learning810 cited
1980Communication Yearbook 4.699 cited
1979Teacher Immediacy as a Predictor of Teaching Effectiveness643 cited
1986Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning486 cited
1987Power in the classroom VII: Linking behavior alteration techniques to cognitive learning224 cited

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2018Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types190 cited
2015Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning163 cited
2003Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect163 cited
2009The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment160 cited
2007Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States

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2015Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning144 cited

2008Teacher Self-Disclosure: Amount, Relevance, and Negativity142 cited

2010Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale128 cited

2007The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning120 cited

2004College student attendance: impact of instructor immediacy and verbal aggression118 cited

2001Is teacher immediacy actually related to student cognitive learning?110 cited

2015The development and validation of the online learning climate scale (OLCS)107 cited

2000The relationship between students' reports of learning and their actual recall of lecture material: A validity test105 cited

2017What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom104 cited