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Communication Education Volume 44, 1995 - Issue 3
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Original Articles

Food for thought: Teacher nonverbal immediacy, student learning, and curvilinearity

Jamie Comstock Assistant Professor in the Department of Communication Arts, University of West Florida, Pensacola, FL, 32514
,
Elisa Rowell Ed.S. student in the Department of Education, University of West Florida, Pensacola, FL, 32514
&
John Waite Bowers Professor Emeritus in the Department of Communication, University of Colorado, Boulder, 80309
Pages 251-266 | Published online: 18 May 2009
 
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Abstract

An experimental study manipulating three levels of teacher nonverbal immediacy indicated, contrary to most previous research and theorizing on immediacy, that the variable has an inverted U curvilinear relationship with cognitive, affective, and behavioral learning. In other words, moderately high teacher immediacy is more effective in helping students learn than either excessively high or low immediacy. The study included a measure of actual student behavior in addition to behavioral attitudes and intentions.

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