A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning

131 citations recorded by the source corpus.

How researchers see this paper

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

Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class? (2010, background): “Studies (e.g., Burroughs, 2007; Kearney, Plax, Smith, & Sorensen, 1988) also have shown that students have a higher tendency to comply with teachers who engage in high, as compared to low, immediacy behaviors.”
Connected Classroom Climate: A Validity Study (2009, background): “Given evidence that (a) both teacher nonverbal immediacy and students’ sense of community with peers are positively associated with affective learning and (b) that teacher and student communication each exert unique influence on affective learning (Burroughs, 2007; Mottet & Beebe, 2002), the followi”
Understanding Students' Classroom Justice Experiences and Responses (2010, result): “This finding is consistent with recent work by Burroughs (2007) who found that students most frequently reported engaging in complete compliance when instructors asked them to do something they did not want to do.”
College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes (2009, background): “Furthermore, recent research has suggested that some student resistance strategies are not used as commonly in the college classroom (Burroughs, 2007 ).”