The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning
Abstract
This study examines the relationships among receiver apprehension, teacher clarity, and teacher immediacy in the instructional context. The relationships between state receiver apprehension and student motivation, affect, and cognitive learning are examined, as are the relationships of teacher clarity and immediacy with receiver apprehension. Analyses reveal that, although state receiver apprehension is significantly related to negative instructional outcomes, clear and immediate teaching may be able to negate this relationship. The importance of being both a clear and immediate teacher are discussed in terms of state receiver apprehension and other instructional outcomes.
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Cites
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The psychology of meaningful verbal learning.
Ausubel, D. P. (1963) · Cited by 2,568
The relationships among teacher immediacy behaviors, student motivation, and learning
Christophel, D. M. (1990) · Communication Education · doi:10.1080/03634529009378813 · Cited by 922
The relationship between verbal teacher immediacy behaviors and student learning
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Nimmo, D. D. (1980) · Cited by 702
Teacher Immediacy as a Predictor of Teaching Effectiveness
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Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning
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Self-citationPower in the classroom VII: Linking behavior alteration techniques to cognitive learning
Richmond, V. P., McCroskey, J. C., Kearney, P., & Plax, T. G. (1987) · Communication Education · doi:10.1080/03634528709378636 · Cited by 224
Self-citationCollege classroom interactions and critical thinking.
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Cited by
A meta‐analytical review of the relationship between teacher immediacy and student learning
Witt, P. L., Wheeless, L. R., & Allen, M. (2004) · Communication Monographs · doi:10.1080/036452042000228054 · Cited by 488
Wanzer, M. B., Booth-Butterfield, M., & Gruber, K. (2004) · Health Communication · doi:10.1207/s15327027hc1603_6 · Cited by 340
Pay attention!: designing adaptive agents that monitor and improve user engagement
Szafir, D., & Mutlu, B. (2012) · Proceedings of the SIGCHI Conference on Human Factors in Computing Systems · doi:10.1145/2207676.2207679 · Cited by 304
Teachers research teacher talk
Thornbury, S. (1996) · ELT Journal · doi:10.1093/elt/50.4.279 · Cited by 150
(2013) · The Journal of Postsecondary Education and Disability · Cited by 125
Metadata
- Authors
- Chesebro, J. L., & McCroskey, J. C.
- Venue
- Communication Education
- Publisher
- Informa UK Limited
- Published
- 2001-01
- Volume
- 50
- Issue
- 1
- Pages
- 59-68
- ISSN
- 0363-4523 (ISSN-L)
- 1479-5795
- OpenAlex
- W2022928985
- Cited by
- 297
- References
- 26
- FWCI
- 9.24
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
