Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility

By Paul L. Witt, Jeff Kerssen-griep. 2011

103 citations recorded by the source corpus.

Subfields: Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/681828d03f331abe93ef3ec186ccfb054e77dbb5

How researchers see this paper

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

In Social Psychology

1. Joseph P. Mazer
2. Scott Titsworth
3. Margaret Quinlan
4. Timothy P. McKenna-Buchanan
5. Emina Herovic
6. Erin Berger
7. Michael Strawser
8. Brandi N. Frisby

In Philosophy

1. Joseph P. Mazer
2. Scott Titsworth
3. Margaret Quinlan
4. Brandi N. Frisby

Citations in the corpus

• Participation Apprehensive Students: The Influence of Face Support and Instructor–Student Rapport on Classroom Participation (2014, methodology): “Previously, Witt and Kerssen-Griep (2011) identified positive face support as the strongest predictor of favorable student outcomes.”
• Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “Immediacy cues also relate positively to students’ perceptions of instructors’ credibility (Pogue & AhYun, 2006; Schrodt & Witt, 2006; Witt & Kerssen-Griep, 2011).”
• The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions (2014, background): “Teacher nonverbal immediacy is the perception of interpersonal closeness that occurs when teachers enact nonverbal behaviors to reduce psychological distance between themselves and their students (see Witt & Kerssen-Griep, 2011).”