The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning

By B. Titsworth. 2001

133 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6adeb131866ea25b82f1aa4865c4519d45f5f262

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, background): “…higher levels of instructor clarity are associated with higher levels of student affect (e.g., Chesebro, 2003; Comadena, Hunt, & Simonds, 2007; Titsworth, 2001a), the state of psychological and emotional arousal toward the teacher, subject matter, instructional, and approach (Bloom,…”
Cognitive effort during note taking (2005, background): “When taking notes from lectures, students are very attentive to a variety of signals given by the lecturer to control comprehension (fluency, changes in prosody, notes on the blackboard, explicit instructions for taking notes, etc.; see Isaacs, 1994; Titsworth, 2001).”
Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science (2008, background): “Teacher clarity behaviors and students’ note taking impacted student learning outcomes accounting for 11% of the variance in students’ test scores (Titsworth, 2001).”
On Students’ (Mis)judgments of Learning and Teaching Effectiveness (2020, background): “…t e a i a i i e d t e i a P M w e 2 i d i ( i s l a d ( & & i c e w s “ e t t o ARTICLE MISJUDGMENTS OF L ransitions between concepts—students perceive the lecture as lear and they also perform better on tests of their knowledge ver that lecture (Titsworth, 2001; see also Titsworth & Kiewra, 004).”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, background): “(Myers, 2002), communication of organizational cues (Titsworth, 2001), and students’ goals being met (Frymier, 2007).”
A meta‐analytical review of the relationship between teacher immediacy and student learning (2004, background): “…AL Thompson, Finland 1992 296 PL.385 .546 .320 .456 .480 .543 .400 AL.456 Thompson, Hungary 1992 186 PL.045 .081 .090 .220 .220 .334 .190 .399 AL Titsworth 2001 223 .100 .121 CL Witt, study 2 1997 64 AL.285 .316 Witt & Wheeless 2001 347 .090 .129 .000 PL.000 .180 .213 .000 .000 CL .510 .608…”
The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment (2009, background): “…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, 2001b) and learn more (Chesebro, 2003; Chesebro & McCroskey, 2001; Titsworth, 2001a).”
College student attendance: impact of instructor immediacy and verbal aggression (2004, background): “…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 (Thweatt, 1999), and positive student evaluations (Moore, Masterson,…”
The Impact of Mobile Phone Usage on Student Learning (2013, methodology): “After all data had been collected, two coders were recruited to score materials following procedures similar to those used by Titsworth (2001).”
Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test (2013, background): “Although scholars have examined the direct effects of emotional and cognitive interest on student learning (Harp & Mayer, 1997; Titsworth, 2001b), prior research has not explored how the two variables work together to influence student engagement.”
Development and Validation of the Student Interest and Engagement Scales (2012, background): “Objective exams and tests of recall offer important consistency and standardization across participants, but by their very nature they are typically applicable only to a single course or subject area ( Chesebro, 2003 ; Titsworth, 2001a ).”