The impact of teacher immediacy on students' motivation: Is it the same for all students?

Ann Bainbridge Frymier

112 citations0/0 files storedCommunication Quarterly

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Communication in Education and Healthcare Education, Achievement, and Giftedness Evaluation of Teaching Practices

Abstract

This study investigated the impact of teachers’ use of immediacy behaviors on students’ reported motivation to study over the course of a semester. Students’ state and trait motivation to study for a class was measured at three points during a semester. Reports of teachers’ use of verbal and nonverbal immediacy were collected at two points in a semester. It was hypothesized that not all students would respond similarly to a teacher low in immediacy. Support was found for this hypothesis. Students beginning the semester with either low or moderate state motivation to study were found to have increased levels of motivation later in the semester when exposed to a highly immediate teacher. Students beginning the semester with high motivation maintained high motivation regardless of the level of immediacy they reported their teacher of having.

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References

1978Social Learning Theory.1977Social Learning Theory 1987Development and use of the ARCS model of instructional design 1983Instructional Design Theories and Models 1983Motivational Design of Instruction 1990The relationships among teacher immediacy behaviors, student motivation, and learning 1983The role of cognitive engagement in classroom learning and motivation 1988The relationship between verbal teacher immediacy behaviors and student learning

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2001Is teacher immediacy actually related to student cognitive learning?2001Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation 2021Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation 2009Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures 2002A Cross-Cultural Study of Immediacy, Credibility, and Learning in the U.S. and Kenya

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