The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness

By Jason J. Teven, Trudy L. Hanson. 2004

199 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/abb6b59e63d77a0b488fc3109235c3a922e5de7d

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Citations in the corpus

Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation (2006, unknown): “…pp. 265 279 immediacy (Andersen, 1979; Gorham, 1988), self-disclosure (Downs, Manoochehr, & Nussbaum, 1988; Sorensen, 1989), and extra-class communication (Fusani, 1994; Waldeck, Kearney, & Plax, 2001), as well as behaviors that communicate caring (Teven & Hanson, 2004; Teven & McCroskey, 1997).”
Cell Phones, Text Messaging, and Facebook: Competing Time Demands of Today's College Students (2010, background): “As explained by Teven and Hanson (2004), communication behaviors that increase immediacy between teacher and student include eye contact, relaxed body position, gestures, smiling, vocal expressiveness, and proximity.”
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility (2011, background): “…responsive use of argumentative messages (Schrodt, 2003), affinity-seeking behaviors (Frymier & Thompson, 1992), levels of technology use (Schrodt & Turman, 2005; Schrodt & Witt, 2006), and TNI cues (McCroskey et al., 2004; Teven & Hanson, 2004), along with a number of other classroom variables.”
Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes (2009, background): “For example, instructors who use affinity-seeking behaviors (Frymier & Thompson, 1992), verbal and nonverbal immediacy cues (Johnson & Miller, 2002; Teven & Hanson, 2004), argumentative messages (Schrodt, 2003), appropriate amounts of technology (Schrodt & Turman, 2005; Schrodt & Witt, 2006), and…”
Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness (2007, background): “College instructors who were nonverbally immediate and used more explicit, verbally caring messages with their students have been found to generate positive student perceptions of teacher competence and trustworthiness (Teven & Hanson, 2004 ).”
The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, background): “Research has suggested that perceived instructor caring is associated with positive instructor evaluation and learning outcomes (Teven & Hanson, 2004; Teven & McCroskey, 1997).”
The Effect of Teacher Nonverbal Immediacy and Credibility on Student Motivation and Affective Learning (2006, background): “For example, scholars have found that highly immediate teachers are rated higher on credibility (Teven & Hanson, 2004), are more easily forgiven by students for their misbehavior (Thweatt & McCroskey, 1998), and increase student/faculty out-of-class communication, which in turn increases…”
A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes (2009, background): “…181 .218 Teacher Teven (2001) 249 .514 Teacher Teven (2007) 170 .621 .617 Teacher .786 .789 .754 Student Teven and Comadena (1996) 97 .220 Teacher Teven and Hanson (2004) 275 .616 .581 Teacher Teven and Hanson (2004) 289 .749 .353 Teacher Teven and Herring (2005) 67 .406 .415 .403 Teacher Teven…”
Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “Subsequent research explored the impact of caring on student outcomes (Teven & McCroskey, 1997), student perceptions (Teven & Gorham, 1998), and teacher nonimmediate behaviors (Teven & Hanson, 2004).”
Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational Outcomes (2007, background): “Teacher caring plays a vital role in students’ perceptions of learning, affect and satisfaction, and perceptions of teacher competence and trustworthiness (Teven, 2001, 2003, in press; Teven & Gorham, 1998; Teven & Hanson, 2004; Teven & McCroskey, 1997).”
Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice (2007, background): “Instructors of high character do not embarrass or verbally abuse students (Teven & Hanson, 2004), just as interactionally fair authority figures treat their subordinates with politeness, dignity, and respect (Colquitt et al., 2001).”
The effects of teacher self‐disclosure via Facebook on teacher credibility (2009, background): “However, scholars note that teacher immediacy and caring can have significant effects on an instructor’s credibility, specifically competence and trustworthiness (Teven and Hanson 2004).”
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 perceived instructor credibility and college student in‐class and out‐of‐class communication (2004, background): “Indeed, instructors who convey character exhibit referent power (Teven & Herring, 2002) and instructors who convey caring reveal warmth, engage in supportive communication behaviors, and create a positive learning environment (Edwards, 2002; Teven & Gorham, 1998; Teven & Hanson, 2004).”