Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect

By Joseph L. Chesebro. 2003

180 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f52a542ee8724e6bf3d94d12c50ebd9e84271f3f

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Citations in the corpus

An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory (2010, methodology): “Drawing on instructional communication research, gaining students’ attention (Kelley & Gorham, 1988), and making content clear (Chesebro, 2003; Chesebro & McCroskey, 2001) have been thought to be central in helping students to retain information.”
Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, methodology): “…pacing instruction appropriately, teaching in steps, using examples that students can relate to, and using advanced organizers, transitions, previews, and reviews (Chesebro, 2003; Chesebro & McCroskey, 1998; Kennedy, Cruickshank, Bush, & Myers, 1978; for a review see Titsworth & Mazer, 2010).”
The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment (2009, background): “If instructor presentations are organized and presented in a smooth, straightforward 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, 20”
Investigating factors that influence social presence and learning outcomes in distance higher education (2011, background): “Researchers found that teacher immediacy is positively related to not only students’ cognitive learning ( [Gorham, 1988] , [Kelly and Gorham, 1988] and [Richmond et al., 1987] ) but their affective learning ( [Chesebro, 2003] ,[McCrosky et al., 1996] and [Richmond et al., 1987] ).”
Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, methodology): “….72 180 Avtgis (2001), effect 2 Corr COMS TCSI AL-Overall .69 .74 180 Chesebro (2003), effect 1 Exp COMS Cluster AL-Course .37 .41 187 Chesebro (2003), effect 2 Exp COMS Cluster AL-Instructor .39 .42 187 Chesebro and McCroskey (2001), effect 1 Corr COMS TCSI AL-Course .74 .80 360…”
Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States (2007, background): “…Witt & Wheeless, 2001; Witt, Wheeless, & Allen, 2004), teachers’ use of affinityseeking strategies (Frymier, 1994; Wanzer, 1998), and teacher clarity (Chesebro, 2003; Qin Zhang (Ph.D., University of New Mexico, 2005) is an assistant professor in the Department of Communication at Fairfield…”
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 ).”
Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness (2007, background): “The association between perceived teacher behavior and student learning has been well documented in the area of instructional communication (Andersen, Norton, & Nussbaum, 1981; Chesebro, 2003; Christophel, 1990; Frymier, 1994; Gorham, 1988; Gorham & Zakahi, 1990; Mottet & Beebe, 2002; Neuliep, 1995;”
Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale (2010, background): “…results of experimental studies have shown that, when teachers 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…”
The Effect of Teacher Confirmation on Student Communication and Learning Outcomes (2008, methodology): “Each lecture was approximately 15 minutes in length, which coincides with previous experimental research using live lecture manipulations (Chesebro, 2003; Comstock, Rowell, & Bowers, 1995; Titsworth, 2004).”
The Effect of Teacher Nonverbal Immediacy and Credibility on Student Motivation and Affective Learning (2006, background): “Frymier, 1993; Frymier & 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”
The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness (2004, background): “Additional ways for teachers to demonstrate caring is to be clear in their teaching (Chesebro, 2003; Teven, & Gorham, 1999), or by their use of humor, selfdisclose, and narratives (Downs, Javaldi, & Nussbaum, 1988), or by building positive interpersonal relationships with students (Nussbaum & Scott,”
Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms (2005, background): “…1988), cognitive performance (Bourhis & Allen, 1992), affective learning (Messman & Jones-Corley, 2001), communication competence (Chesebro et al., 1992), instructor immediacy and clarity (Chesebro, 2003; Chesebro & McCroskey, 2001; Ellis, 1995), and students’ motivation to study (Frymier, 1993).”
Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test (2013, background): “applicable only to a single course or subject area (Chesebro, 2003; Titsworth, 2001a).”
Students' notetaking: the effects of teacher immediacy and clarity (2004, methodology): “, Chesebro, 2003; Titsworth, 2001a, 2001b) have used videotapes to manipulate immediacy, it is probable that videotaped lectures are unable to capture fully elements of high immediacy. Second, in typical classrooms, students are tested weeks or even months after listening to a lecture. Because this ”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, unknown): “Wilcox, & Takai, 2007), clarity (Chesebro, 2003; Chesebro & McCroskey, 2001; Comadena et al., 2007), caring (Comadena et al.”
Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “Instructional displays of immediacy have long been noted to decrease student anxiety in the classroom (Chesebro, 2003; Chesebro & McCroskey, 2001).”