Is teacher immediacy actually related to student cognitive learning?

By Jon A. Hess, M. Smythe, Communication 451. 2001

118 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/37afbdd554f502146b44099c63da2f3d2b682356

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Paul L. Witt
2. S. Myers
3. Paul D. Turman
4. Kodiane A. Jernberg
5. M. Barton
6. Mike Allen
7. Lawrence R. Wheeless
8. Paul Schrodt

In Social Psychology

1. Paul L. Witt
2. Paul Schrodt
3. S. Myers
4. Kodiane A. Jernberg
5. Paul D. Turman
6. M. Barton
7. Mike Allen
8. Lawrence R. Wheeless

In Philosophy

1. Paul Schrodt
2. Paul L. Witt
3. S. Myers
4. Kodiane A. Jernberg
5. M. Barton
6. Paul D. Turman
7. K. Rocca
8. Alan K. Goodboy

Citations in the corpus

• Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, background): “Although some scholars have questioned the validity of the BII (e.g., Hess & Smythe, 2001), the BII remains one of the most widely used and highly reliable measures of nonverbal immediacy (Witt et al., 2004).”
• A meta‐analytical review of the relationship between teacher immediacy and student learning (2004, background): “In addition, many researchers have employed generalized perceptual measures of teacher immediacy, rather than observational measures of the specific nonverbal behaviors identified by Mehrabian (1969) in the early development of the immediacy construct.”
• The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model (2006, background): “While there seems to be little controversy about the measurement or incidence of behavioral nonverbal elements, the validity of the verbal operationalizations (Gorham, 1988 ) remains controversial (Hess & Smythe, 2001 ; Robinson & Richmond, 1995 ).”
• College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, unknown): “This contention has been raised in studies examining teacher immediacy (Hess, Smythe, & Communication 451, 2001 ) and should be investigated considering that student perceptions of teacher immediacy and misbehaviors are interdependent (Thweatt & McCroskey, 1996 ).”
• Students' notetaking: the effects of teacher immediacy and clarity (2004, unknown): “correlation observed in their study, Hess and Smythe (2001) suggest that such”