The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model

By Mike Allen, Paul L. Witt, Lawrence R. Wheeless. 2006

327 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/e9faed5259b3b635646e383f3fa76ce7c60bf6e9

How researchers see this paper

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

In Education

1. H. Koomen
2. J. Spilt
3. F. Oort
4. D. Roorda
5. D. Johnson
6. Thomas K. F. Chiu
7. Marjolein Zee
8. Benjamin Dreer

In Social Psychology

1. D. Roorda
2. F. Oort
3. D. Johnson
4. J. Spilt
5. H. Koomen

In Philosophy

1. D. Johnson
2. J. Spilt
3. H. Koomen

Citations in the corpus

• Connected Classroom Climate: A Validity Study (2009, background): “( 2006 ) found that students' sense of classroom community was positively associated with student affect.”
• The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Recent meta-analyses have provided broad evidence of the impact of teacher behaviors on student outcomes (M. Allen et al., 2006; Cornelius-White, 2007; Witt Teacher–Student Relationships et al., 2004).”
• Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “Because instructional immediacy cues have consistently demonstrated to positively relate to students’ motivation (Allen et al., 2006; Christophel & Gorham, 1995; McCroskey & Richmond, 1992; Sanders & Wiseman, 1990; Witt et al., 2004), the literature has supported a positive, causal relationship from”