Instructors' Perceptions of Teaching Behaviors, Communication Apprehension, and Student Nonverbal Responsiveness in the Classroom

Abstract

This study explored the relationships between instructors' views of their own nonverbal immediacy, confirmation, and caring behaviors, as well as their trait communication apprehension (CA), with their perceptions of their students' nonverbal responsiveness. Results indicated significant, positive relationships among instructors' perceptions of their nonverbal immediacy, confirmation, caring, and perceived student nonverbal responsiveness in the classroom. In addition, a negative relationship was found between instructors' perceptions of their CA and perceived student nonverbal responsiveness.

Keywords:

• Caring
• Communication Apprehension
• Confirmation
• Nonverbal Immediacy
• Nonverbal Responsiveness

Notes

Note. *p < .01; **p < .001.

The Student Nonverbal Responsiveness Measure used in this study included the following items: (a) My students look at me while I am teaching; (b) My students nod their heads while I am teaching; (c) My students raise their hands to ask or answer questions while I am teaching; (d) My students smile at me while I am teaching; (e) My students sit upright or lean forward in their chairs while I am teaching; (f) My students try to sit towards the front of the room while I am teaching; (g) My students display positive facial expressions while I am teaching; and (h) My students gesture with their hand or arms when they talk to me in class.

Additional information

Notes on contributors

Colleen C. Malachowski

Colleen C. Malachowski (MA, West Virginia University, 2009) is a PhD student in the Department of Communication Studies at West Virginia University.

Matthew M. Martin

Matthew M. Martin (PhD, Kent State University, 1992) is a professor and Chair in the Department of Communication Studies at West Virginia University.