Abstract
This study investigated the relationship between teacher immediacy and college students' use of text messaging in class. Using a cross-sectional survey sample (N=228), structural equation model analyses showed that students' learning motivation does not mediate the potential effects of teacher immediacy and students' use of text messaging in class. The finding also suggested that college students' use of text messaging in class was related positively to their daily texting usage, meaning that mobile texting is a recurring behavior (i.e., a habit) that may occur despite a high level of teacher immediacy behavior.
Acknowledgements
We thank Dr.Melanie Booth-Butterfield, two anonymous reviewers, and Dr. Lawrence Frey's suggestions and comments in the previous revision. We also appreciate Dr. Michael Klausner, Dr. Michael Stuckart, Dr. Stephen Robar, Prof. Jeff Guterman, Prof. Timothy Ziaukas, Prof. Gary Tessmer, and Prof. Rick Moritz's persistent help in data collection.