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

Abstract

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.

Keywords:

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

Notes

1. The test reported in this section uses combined measures of verbal and nonverbal immediacy. It is possible to test (using the data from Adkins, Hess, and Witt) the same model considering only the measurement of nonverbal immediacy. For that model, the corresponding correlations would be (a) nonverbal immediacy to affective learning (r=.49), (b) affective learning to cognitive learning (r=.15), and (c) nonverbal immediacy to cognitive learning (r=.17). The corresponding causal model is not inconsistent with the data χ ²=2.78 (1, N=834). Additional details and explanations for this analysis are available from the first author.

Additional information

Notes on contributors

Mike Allen

Mike Allen (PhD, Michigan State University) is a Professor in the Department of Communication at UW—Milwaukee

Paul L. Witt

Paul L. Witt (PhD, University of North Texas) is an Assistant Professor in the Department of Communication Studies at Texas Christian University

Lawrence R. Wheeless

Lawrence R. Wheeless (PhD, Wayne State University) is a retired Professor from the Department of Communication Studies at the University of North Texas