Instructors Who Resist "College Lite'': The Neutralizing Effect of Instructor Immediacy on Students' Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning

被引：33

作者：

Mottet, Timothy ^{[1
]}

Parker-Raley, Jessica ^{[2
]}

Beebe, Steven ^{[3
]}

Cunningham, Cory ^{[4
]}

机构：

[1] Texas State Univ, San Marcos, TX 78666 USA

[2] Univ Texas Austin, Austin, TX 78712 USA

[3] Texas State Univ, Chair Commun Studies, San Marcos, TX USA

[4] Texas State Univ, San Marcos, TX USA

来源：

COMMUNICATION EDUCATION | 2007年 / 56卷 / 02期

关键词：

Instructor Immediacy; Instructor Course Workload Demands; Instructor Credibility; Student Affective Learning; Expectancy Violation Theory;

D O I：

10.1080/03634520601164259

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

The purpose of this study was to investigate the effects of an instructor's nonverbal immediacy behaviors and course-workload demands on student perceptions of instructor credibility and student higher-order affective learning. H1 and H2 predicted that an instructor's nonverbal immediacy behaviors would neutralize the instructor's violations of students' course-workload expectations in a manner that would preserve students' perceptions of instructor credibility and higher-order affective learning. H1 and H2 were supported. H3 predicted that students who experienced a highly immediate instructor with moderate course-workload demands would report significantly more higher-order affective learning than students who experienced a highly immediate instructor with low or high course-workload demands. H3 was not supported. Implications for instructors are discussed

引用

页码：145 / 167

页数：23

共 4 条

[1] Testing the Neutralizing Effect of Instructor Immediacy on Student Course Workload Expectancy Violations and Tolerance for Instructor Unavailability
Mottet, Timothy
Parker-Raley, Jessica
Cunningham, Cory
Beebe, Steven
Raffeld, Paul
COMMUNICATION EDUCATION, 2006, 55 (02) : 147 - 166
[2] Effects of Instructor Speech Rate on Student Affective Learning, Recall, and Perceptions of Nonverbal Immediacy, Credibility, and Clarity
Simonds, Brent K.
Meyer, Kevin R.
Quinlan, Margaret M.
Hunt, Stephen K.
COMMUNICATION RESEARCH REPORTS, 2006, 23 (03) : 187 - 197
[3] The Effect of Instructor Fluency on Students' Perceptions of Instructors, Confidence in Learning, and Actual Learning
Carpenter, Shana K.
Mickes, Laura
Rahman, Shuhebur
Fernandez, Chad
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-APPLIED, 2016, 22 (02) : 161 - 172
[4] The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences
Martin, Laura
Mottet, Timothy
COMMUNICATION EDUCATION, 2011, 60 (01) : 1 - 19

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