CLARIFYING THE RELATIONSHIP BETWEEN TEACHER NONVERBAL IMMEDIACY AND STUDENT COGNITIVE-LEARNING - AFFECTIVE LEARNING AS THE CENTRAL CAUSAL MEDIATOR

Citation
Ji. Rodriguez et al., CLARIFYING THE RELATIONSHIP BETWEEN TEACHER NONVERBAL IMMEDIACY AND STUDENT COGNITIVE-LEARNING - AFFECTIVE LEARNING AS THE CENTRAL CAUSAL MEDIATOR, Communication education, 45(4), 1996, pp. 293-305
Citations number
31
Categorie Soggetti
Communication,"Education & Educational Research
Journal title
ISSN journal
03634523
Volume
45
Issue
4
Year of publication
1996
Pages
293 - 305
Database
ISI
SICI code
0363-4523(1996)45:4<293:CTRBTN>2.0.ZU;2-K
Abstract
Recent research advanced a casual model explaining the teacher immedia cy/student learning relationship by positing the mediational effects o f students' state motivation to learn. This study argued instead for a n alternative model which posits that affective learning, not state mo tivation, is the central causal mediator between teacher immediacy and students' cognitive learning. To test this causal model, students (N = 224) were asked to evaluate the instructors of their class meeting i mmediately after the course where they completed the questionnaires. T hese surveys included measures of teachers' nonverbal immediacy, stude nts' state motivation to learn, and affective and cognitive learning. Path analytic tests of both models indicated that the Affective Learni ng Model provided the better theoretical explanation for the relations hip between immediacy and cognitive learning.