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

被引：140

作者：

Allen, Mike ^{[1
]}

Witt, Paul ^{[2
]}

Wheeless, Lawrence ^{[3
]}

机构：

[1] UW Milwaukee, Dept Commun, Milwaukee, WI USA

[2] Texas Christian Univ, Dept Commun Studies, Ft Worth, TX 76129 USA

[3] Univ North Texas, Dept Commun Studies, Denton, TX 76203 USA

来源：

COMMUNICATION EDUCATION | 2006年 / 55卷 / 01期

关键词：

Teacher Immediacy; Cognitive Learning; Affective Learning; Meta-Analysis; Classroom Communication;

D O I：

10.1080/03634520500343368

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

This report uses meta-analysis to derive correlations between the variables of teacher immediacy, cognitive learning, and affective learning. A model was constructed such that the perception of teacher immediacy, a behavior, generates an intermediate outcome of affect, a motivation, which in turn increases cognitive learning outcome. The data across all the included investigations are consistent with that model. The results suggest that high levels of teacher immediacy function as a means of increasing the motivation of a student to learn, and that such motivation increases the cognitive mastery of material.

引用

页码：21 / 31

页数：11

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