An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning

By Paul L. Witt, Lawrence R. Wheeless. 2001

219 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8b620ec0ecc2feaf786356782ec8280e4bae61d0

How researchers see this paper

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

In Education

In Social Psychology

Citations in the corpus

Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, background): “For instance, Hess, Smythe, and Communication 451 (2001) found that students’ perceived learning was unrelated to exam performance, while Witt and Wheeless (2001) found a small correlation that only accounted for 4% of the variance between perceived learning and student recall ability.”
Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure? (2010, background): “Specifically, as research has been published indicating that learners may be inaccurate in rating their own knowledge (e.g., Witt & Wheeless, 2001), have researchers changed how they interpret self-assessment measures?”
Teacher Self-Disclosure: Amount, Relevance, and Negativity (2008, background): “Witt and Wheeless ( 2001 ) noted that higher teacher verbal immediacy, including talking about oneself, related positively to affective learning.”
Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States (2007, background): “…most of that research focused on appropriate, effective, and constructive teacher behaviors, such as teacher immediacy (Andersen, 1979; Gorham, 1988; Witt & Wheeless, 2001; Witt, Wheeless, & Allen, 2004), teachers’ use of affinityseeking strategies (Frymier, 1994; Wanzer, 1998), and teacher…”
Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect (2003, background): “…& Penner, 1990), higher ratings of instruction (Abrami, Leventhal, & Perry, 1982), increased perceptions of cognitive learning (Christophel, 1990; Richmond, 1990), and retention of course material (Kelley & Gorham, 1988; Messman & Jones-Corely, 2001; Perry & Penner, 1990; Witt & Wheeless, 2001).”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Immediacy behaviors are those teacher behaviors, both verbal and nonverbal, that reduce the physical and psychological distance between teachers and students (Allen, Witt, & Wheeless, 2006; Witt & Wheeless, 2001).”
Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale (2010, background): “…use nonverbal immediacy, students report higher levels of perceived affect (e.g., Chesebro, 2003; Comstock, Rowell & Bowers, 1995; Titsworth, 2001; Witt & Wheeless, 2001); and, numerous correlational studies have observed a similar relationship (e.g., Andersen, 1979; Christophel, 1990; Plax,…”
The Effect of Teacher Nonverbal Immediacy and Credibility on Student Motivation and Affective Learning (2006, background): “…& Shulman, 1995; Jaasma & Koper, 1999) and affective learning (Andersen, 1979; Chesebro, 2003; Kearney, Plax, Smith, & Sorensen, 1988; Kelley & Gorham, 1988; Plax, Kearney, McCroskey, & Richmond, 1986; Witt & Wheeless, 2001), which are known to contribute to the success of the student as well.”
Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive and Affective Learning (2005, methodology): “A single item in the summative survey asking for student assessment of their learning was adapted from Witt and Wheeless (2001): Compared to what I might have learned, my learning in this course was (much more, more, the same as, less, much less).”
Development and Validation of the Student Interest and Engagement Scales (2012, background): “Results of experimental classroom studies suggest that, when teachers use nonverbal immediacy, students report higher levels of perceived effect ( Chesebro, 2003 ; Comstock, Rowell, & Bowers, 1995 ; Titsworth, 2001b ; Witt & Wheeless, 2001 ); numerous correlational studies have observed a similar”
The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning (2007, unknown): “…3, August 2007, pp. 241–248 ISSN 0882-4096 (print)/ISSN 1746-4099 (online) # 2007 Eastern Communication Association DOI: 10.1080/08824090701446617 Richmond, Gorham, & McCroskey, 1987; Witt & Wheeless, 2001) and cognitive (Christophel, 1990; Kelley & Gorham, 1988; Witt & Wheeless, 2001) learning.”
Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness (2007, result): “These findings are consistent with those obtained in other studies that examine perceived teacher behavior and student learning in the college classroom (Christophel, 1990 ; Frymier, 1994 ; Teven & McCroskey, 1997 ; Wanzer & McCroskey, 1998 ; Witt & Wheeless, 2001 ).”
Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “In some cases, instructor behaviors have been more positively and more strongly related to affective learning than cognitive learning (Andersen, 1979; Witt & Wheeless, 2001).”
A meta‐analytical review of the relationship between teacher immediacy and student learning (2004, background): “…significant relationships between verbal immediacy and various types of learning, there are some indications that outcomes of teachers’ verbal behaviors are mediated or overridden by teachers’ nonverbal behaviors (Kearney, Plax, Smith, & Sorenson, 1988; Plax et al., 1986; Witt & Wheeless, 2001).”
Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms (2005, unknown): “…1990; Christophel & Gorham, 1995; Gorham, 1988; McCroskey, Fayer, Richmond, Sallinen, & Barraclough, 1996a; McCroskey, Sallinen, Fayer, Richmond, & Barraclough, 1996b; Myers et al., 1998; Neuliep, 1997; Richmond, Gorham, & McCroskey, 1987; Sanders & Wiseman, 1990; Witt & Wheeless, 2001).”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “This result is consistent with previous research in which TNI cues exerted such a strong effect on classroom outcomes as to moderate the effects of other communication variables (Kearney, Plax, Smith, & Sorenson, 1988; Witt & Wheeless, 2001).”