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

By Joseph L. Chesebro, J. Mccroskey. 2001

320 citations recorded by the source corpus.

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Citations in the corpus

The Instructional Feedback Orientation Scale: Conceptualizing and Validating a New Measure for Assessing Perceptions of Instructional Feedback (2009, background): “Likewise, researchers have identified teacher clarity (Chesebro & McCroskey, 2001), humor (Gorham & Christophel, 1990), nonverbal immediacy (Powell & Harville, 1990), and minimal to moderate amounts of instructional technology use (Turman & Schrodt, 2005; Witt & Schrodt, 2006) as behaviors that…”
Measuring the Effectiveness of Universal Design for Learning Intervention in Postsecondary Education. (2013, background): “…64.24 (30.32) 65.08 (29.83) 0.39 NS Control Group 53.73 (31.00) 65.48 (28.33) 4.01 .002 which an instructor effectively stimulates the pertinent meaning of course content and thought processes of the students through structured verbal and non-verbal communication (Chesebro & McCroskey, 2001).”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, unknown): “…motivation (Christophel & Gorham, 1995; Frymier, 1993, 1994), course evaluations (Moore, Masterson, Christophel, & Shea, 1996), perceived instructor clarity (Chesebro & McCroskey, 1998, 2001), effectiveness (Andersen, 1979), and power (Plax, Kearney, McCroskey, & Richmond, 1986), to name a few.”
The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning (2004, background): “A later study by Chesebro and McCroskey (2001) suggested that clear and immediate teaching may largely overcome the negative effects of receiver apprehension.”
Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach (2014, background): “…revealed positive relationships between teacher immediacy and classroom variables such as student motivation (Christophel, 1990) cognitive learning (Chesebro & McCroskey, 2001; Christophel, 1990), student affect (Gorham, 1988), positive student evaluations (Moore, Masterson, Christophel, & Shea,…”
Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, methodology): “Findings from studies examining the relationship between teacher clarity and student cognitive learning indicate that higher levels of clarity are associated with higher levels of student learning (e.g., Chesebro, 2003; Chesebro & McCroskey, 2001; Titsworth, 2001a, 2001b).”
Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale (2010, background): “Alternatively, extreme clarity could potentially cause students to have higher levels of receiver apprehension, which could increase emotion work by students (see Chesebro & McCroskey, 2001).”
Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure? (2010, background): “Empirical evidence suggests that the relationship between selfassessed knowledge and cognitive learning is small to moderate (for definitions of effect sizes see Cohen, 1988). Falchikov and Boud (1989) compared the grading of instructors with undergraduate and graduate students’ self-assessments and”
Pay attention!: designing adaptive agents that monitor and improve user engagement (2012, background): “In our study, we increased volume when an immediacy cue was triggered due to a loss of participant attention to re-engage the student and increase instructor clarity [10].”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Nonverbal immediacy behaviors include such things as making appropriate eye contact, expressing ideas with physical gestures or facial expressions, moving around the room, and maintaining close proximity (Chesebro & McCroskey, 2001; Teven & Hanson, 2004; Witt & Wheeless).”
The relationship between students' reports of learning and their actual recall of lecture material: A validity test (2000, methodology): “…apprehension (McCroskey, Booth-Butterfield, & Payne, 1989; Chesebro, McCroskey, Atwater, Bahrenfuss, Cawelti, Gaudino, & Hodges, 1992) and receiver apprehension (Ayres, Wilcox, & Ayres, 1995; Chesebro & McCroskey, 1999), and cognitive learning (Richmond, McCroskey, Kearney, & Plax, 1987).”
Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect (2003, background): “The remaining studies of clarity are correlational (e.g., Chesebro & McCroskey, 2001) or ask participants to respond to minimal written classroom scenarios (e.g., Chesebro & McCroskey, 1998).”
Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, background): “Results of several research projects support this contention insofar as instructor clarity has been associated negatively with receiver apprehension (Chesebro & McCroskey, 2001) and has been associated positively with students’ emotional and cognitive interest (Mazer, 2013), detailed and organized…”
Statistics Anxiety and Instructor Immediacy (2010, background): “Chesebro and McCroskey (2001), in addition to immediacy‟s effects on affective and cognitive learning, investigated the relationship between instructor nonverbal immediacy and student state receiver apprehension.”
The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment (2009, background): “If instructor presentations are organized and presented in a smooth, straightforward manner students are more likely to embrace the material (Chesebro & McCroskey, 2001), have positive affect for the material (Chesebro, 2003; Chesebro & McCroskey, 2001; Comadena, Hunt, & Simonds, 2007; Titsworth,…”
Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms (2005, background): “…studies, which are predominantly concerned with either the influence of classroom environment, particularly instructor in-class communication behaviors like immediacy and clarity etc., on CCA or the impact of CCA on learning outcomes (Chesebro & McCroskey, 1998, 2001; Ellis, 1995; Frymier, 1993).”
Is teacher immediacy actually related to student cognitive learning? (2001, background): “Moore, Masterson, Christophel, and Shea (1996) examined items on the nonverbal instrument and noted that items such as "touches students in class" or "calls students by first name" may be inappropriate in a classroom setting and could thus artificially lower an instructor's score.”
The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning (2007, background): “…presents course content in an understandable and organized manner, has been positively associated with student affective evaluations of the teacher (Chesebro & McCroskey, 2001; Sidelinger & McCroskey, 1997), affective evaluations of the course (Chesebro & McCroskey, 2001), student motivation…”
College student attendance: impact of instructor immediacy and verbal aggression (2004, background): “…students’ perceptions of instructor immediacy behaviors and classroom variables including student affect (Gorham, 1988), student cognitive learning (Chesebro & McCroskey, 2001; Christophel, 1990; Kelley & Gorham, 1988; Titsworth, 2001), perceived instructor competence, caring and trustworthiness…”