The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning

By M. Comadena, Stephen K. Hunt, Cheri J. Simonds. 2007

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Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, background): “As Comadena et al. (2007) concluded, teacher clarity and nonverbal immediacy play complementary roles in enhancing student learning (cf. Houser & Frymier, 2009), and thus, we combined nonverbal immediacy with teacher clarity and confirmation to examine instructor credibility as a mediator of these…”
Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, methodology): “…and McCroskey (2001), effect 1 Corr COMS TCSI AL-Course .74 .80 360 Chesebro and McCroskey (2001), effect 2 Corr COMS TCSI AL-Instructor .53 .58 360 Comadena et al. (2007) Exp COMS Structuring AL-Overall .38 .39 231 Comadena et al. (2007) Exp COMS Structuring AL- Motivation .52 .54 231 Faylor et…”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “Wilcox, & Takai, 2007), clarity (Chesebro, 2003; Chesebro & McCroskey, 2001; Comadena et al., 2007), caring (Comadena et al.”
Development and Validation of the Student Interest and Engagement Scales (2012, result): “Compelling evidence from prior research points in favor of the additivity hypothesis ( Chesebro, 2003 ; Comadena, Hunt, & Simonds, 2007 ), a proposition that states that both clarity and immediacy are positive teaching behaviors and that students will benefit most when both are present.”