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Communication Quarterly Volume 42, 1994 - Issue 2
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Original Articles

A model of immediacy in the classroom

Ann Bainbridge Frymier Assistant Professor in the Speech Communication Dept., Miami University, Oxford, OH, 45056
Pages 133-144 | Published online: 21 May 2009

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Amanda Denes, Rory McGloin, Emily Hamlin, Annika C. Speer, Amanda Coletti & Chelsea Guest. (2023) Promoting peer connection in online courses: exploring the effect of media richness on presence and social connection. Technology, Pedagogy and Education 32:4, pages 473-484.
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Kevin C. Knoster & Alan K. Goodboy. (2023) A zoom teaching experiment using CTML principles of multimedia design. Communication Quarterly 71:4, pages 367-389.
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Ann Bainbridge Frymier, Zachary W. Goldman & Christopher J. Claus. (2019) Why nonverbal immediacy matters: A motivation explanation. Communication Quarterly 67:5, pages 526-539.
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Kareen N. Tonsing. (2018) Instructor immediacy and statistics anxiety in social work undergraduate students. Social Work Education 37:2, pages 223-233.
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Zac D. Johnson & Sara LaBelle. (2017) An examination of teacher authenticity in the college classroom. Communication Education 66:4, pages 423-439.
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Zachary W. Goldman, Gregory A. Cranmer, Michael Sollitto, Sara Labelle & Alexander L. Lancaster. (2017) What do college students want? A prioritization of instructional behaviors and characteristics. Communication Education 66:3, pages 280-298.
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San Bolkan, Alan K. Goodboy & Scott A. Myers. (2017) Conditional processes of effective instructor communication and increases in students’ cognitive learning. Communication Education 66:2, pages 129-147.
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Zachary W. Goldman, Alan K. Goodboy & Keith Weber. (2017) College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory. Communication Quarterly 65:2, pages 167-191.
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Rebecca J Bartlett Ellis, Anna F Carmon & Caitlin Pike. (2016) A review of immediacy and implications for provider–patient relationships to support medication management. Patient Preference and Adherence 10, pages 9-18.
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Catherine F. Brooks. (2016) Role, Power, Ritual, and Resistance: A Critical Discourse Analysis of College Classroom Talk. Western Journal of Communication 80:3, pages 348-369.
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Joseph P. Mazer & S. Andrew Stowe. (2016) Can Teacher Immediacy Reduce the Impact of Verbal Aggressiveness? Examining Effects on Student Outcomes and Perceptions of Teacher Credibility. Western Journal of Communication 80:1, pages 21-37.
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Jeff Kerssen-Griep & Paul L. Witt. (2015) Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?. Communication Education 64:1, pages 1-24.
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Brandi N. Frisby, Daniel H. Mansson & Renee Kaufmann. (2014) The Cognitive Learning Measure: A Three-Study Examination of Validity. Communication Methods and Measures 8:3, pages 163-176.
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Zachary W. Goldman & Alan K. Goodboy. (2014) Making Students Feel Better: Examining the Relationships between Teacher Confirmation and College Students' Emotional Outcomes. Communication Education 63:3, pages 259-277.
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PaulL. Witt, Paul Schrodt, VirginiaE. Wheeless & MeaganC. Bryand. (2014) Students' Intent to Persist in College: Moderating the Negative Effects of Receiver Apprehension with Instructor Credibility and Nonverbal Immediacy. Communication Studies 65:3, pages 330-352.
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Laura Trad, James Katt & Ann Neville Miller. (2014) The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy. Communication Education 63:2, pages 136-148.
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JosephP. Mazer. (2013) Student Emotional and Cognitive Interest as Mediators of Teacher Communication Behaviors and Student Engagement: An Examination of Direct and Interaction Effects. Communication Education 62:3, pages 253-277.
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JosephP. Mazer. (2013) Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes. Communication Studies 64:2, pages 125-140.
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JamesA. Katt & StevenJ. Collins. (2013) The Power of Provisional/Immediate Language Revisited: Adding Student Personality Traits to the Mix. Communication Research Reports 30:2, pages 85-95.
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Sara LaBelle, MatthewM. Martin & Keith Weber. (2013) Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework. Communication Education 62:2, pages 169-190.
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JosephP. Mazer. (2013) Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test. Communication Education 62:1, pages 86-96.
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Jeff Kerssen-Griep & PaulL. Witt. (2012) Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?. Communication Studies 63:4, pages 498-517.
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Joseph P. Mazer. (2012) Development and Validation of the Student Interest and Engagement Scales. Communication Methods and Measures 6:2, pages 99-125.
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SeanM. Horan, MatthewM. Martin & Keith Weber. (2012) Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages. Communication Quarterly 60:2, pages 210-233.
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Haley Kranstuber, Kristen Carr & AngelaM. Hosek. (2012) “If You Can Dream It, You Can Achieve It.” Parent Memorable Messages as Indicators of College Student Success. Communication Education 61:1, pages 44-66.
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Ramon Rico, Daniel G Bachrach, Miriam Sánchez-Manzanares & BrianJ. Collins. (2011) The interactive effects of person-focused citizenship behaviour, task interdependence, and virtuality on team performance. European Journal of Work and Organizational Psychology 20:5, pages 700-726.
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JosephP. Mazer & Blair Thompson. (2011) Student Academic Support: A Validity Test. Communication Research Reports 28:3, pages 214-224.
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Virginia Eman Wheeless, Paul L. Witt, Michelle Maresh, Meagan C. Bryand & Paul Schrodt. (2011) Instructor Credibility as a Mediator of Instructor Communication and Students' Intent to Persist in College. Communication Education 60:3, pages 314-339.
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SeanM. Horan, MarianL. Houser, AlanK. Goodboy & Ann Bainbridge Frymier. (2011) Students' Early Impressions of Instructors: Understanding the Role of Relational Skills and Messages. Communication Research Reports 28:1, pages 74-85.
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PaulL. Witt & Jeff Kerssen-Griep. (2011) Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility. Communication Education 60:1, pages 75-94.
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Keith Weber, MatthewM. Martin & ScottA. Myers. (2011) The Development and Testing of the Instructional Beliefs Model. Communication Education 60:1, pages 51-74.
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Fang-Yi Flora Wei & Y. Ken Wang. (2010) Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class?. Communication Education 59:4, pages 475-496.
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TiffanyR. Wang & Paul Schrodt. (2010) Are Emotional Intelligence and Contagion Moderators of the Association between Students' Perceptions of Instructors' Nonverbal Immediacy Cues and Students' Affect?. Communication Reports 23:1, pages 26-38.
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JamesA. Katt, JamesC. McCroskey, StephenA. Sivo, VirginiaP. Richmond & KristinM. Valencic. (2009) A Structural Equation Modeling Evaluation of the General Model of Instructional Communication. Communication Quarterly 57:3, pages 239-258.
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AngelaM. Legg & JanieH. Wilson. (2009) E-Mail From Professor Enhances Student Motivation and Attitudes. Teaching of Psychology 36:3, pages 205-211.
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Ashley Muddiman & Ann Bainbridge Frymier. (2009) What is Relevant? Student Perceptions of Relevance Strategies in College Classrooms. Communication Studies 60:2, pages 130-146.
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JamesA. Katt & StevenJ. Condly. (2009) A Preliminary Study of Classroom Motivators and De-motivators from a Motivation-hygiene Perspective. Communication Education 58:2, pages 213-234.
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MarianL. Houser & Ann Bainbridge Frymier. (2009) The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment. Communication Education 58:1, pages 35-53.
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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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BrentK. Simonds, LanceR. Lippert, StephenK. Hunt, MaureenE. Angell & MarilynK. Moore. (2008) Communication and Diversity: Innovations in Teacher Education. Communication Teacher 22:2, pages 56-65.
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JamesA. Katt. (2008) Influencing Perceptions of Relevance. Atlantic Journal of Communication 16:1, pages 33-48.
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JerryL. Allen, KathleenM. Long, Joan O'Mara & BenB. Judd. (2008) Students’ Predispositions and Orientations toward Communication and Perceptions of Instructor Reciprocity and Learning. Communication Education 57:1, pages 20-40.
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JenniferH. Waldeck. (2007) Answering the Question: Student Perceptions of Personalized Education and the Construct's Relationship to Learning Outcomes. Communication Education 56:4, pages 409-432.
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JasonJ. Teven. (2007) Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational Outcomes. Communication Education 56:3, pages 382-400.
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Chad Edwards, Autumn Edwards, Qingmei Qing & ShawnT. Wahl. (2007) The Influence of Computer-Mediated Word-of-Mouth Communication on Student Perceptions of Instructors and Attitudes Toward Learning Course Content. Communication Education 56:3, pages 255-277.
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DominiqueM. Gendrin & MaryL. Rucker. (2007) Student Motive for Communicating and Instructor Immediacy: A Matched-Race Institutional Comparison. Atlantic Journal of Communication 15:1, pages 41-60.
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Qin Zhang, John G. Oetzel, Xiaofang Gao, Richard G. Wilcox & Jiro Takai. (2007) A Further Test of Immediacy-Learning Models: A Cross-Cultural Investigation. Journal of Intercultural Communication Research 36:1, pages 1-13.
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MarianL. Houser, ReneeL. Cowan & DanielA. West. (2007) Investigating a New Education Frontier: Instructor Communication Behavior in CD-ROM Texts—Do Traditionally Positive Behaviors Translate into This New Environment?. Communication Quarterly 55:1, pages 19-38.
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GiovanniB. Moneta & SynnöveS. Kekkonen‐Moneta. (2007) Affective Learning in Online Multimedia and Lecture Versions of an Introductory Computing Course. Educational Psychology 27:1, pages 51-74.
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Stephanie Cushman & Richard West. (2006) Precursors to College Student Burnout: Developing a Typology of Understanding. Qualitative Research Reports in Communication 7:1, pages 23-31.
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Qin Zhang & Jibiao Zhang. (2006) Dimensions of Teacher Immediacy as Predictors of Student Learning: A Chinese Perspective. Communication Research Reports 23:3, pages 199-207.
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MarianL. Houser. (2006) Expectancy Violations of Instructor Communication as Predictors of Motivation and Learning: A Comparison of Traditional and Nontraditional Students. Communication Quarterly 54:3, pages 331-349.
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PaulL. Witt & Paul Schrodt. (2006) The Influence of Instructional Technology Use and Teacher Immediacy on Student Affect for Teacher and Course. Communication Reports 19:1, pages 1-15.
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LanetteL. Pogue & Kimo Ahyun. (2006) The Effect of Teacher Nonverbal Immediacy and Credibility on Student Motivation and Affective Learning. Communication Education 55:3, pages 331-344.
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Qin Zhang & JohnG. Oetzel. (2006) A Cross-Cultural Test of Immediacy–Learning Models in Chinese Classrooms. Communication Education 55:3, pages 313-330.
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Janie H. Wilson. (2006) Predicting Student Attitudes and Grades From Perceptions of Instructors' Attitudes. Teaching of Psychology 33:2, pages 91-95.
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Qin Zhang & JohnG. Oetzel. (2006) Constructing and Validating a Teacher Immediacy Scale: A Chinese Perspective . Communication Education 55:2, pages 218-241.
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Jack Glascock & ThomasE. Ruggiero. (2006) The Relationship of Ethnicity and Sex to Professor Credibility at a Culturally Diverse University . Communication Education 55:2, pages 197-207.
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Melissa Bekelja Wanzer, Ann Bainbridge Frymier, AnnM. Wojtaszczyk & Tony Smith. (2006) Appropriate and Inappropriate Uses of Humor by Teachers. Communication Education 55:2, pages 178-196.
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Mike Allen, PaulL. Witt & LawrenceR. Wheeless. (2006) The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model. Communication Education 55:1, pages 21-31.
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Marian L. Houser. (2005) Are We Violating Their Expectations? Instructor Communication Expectations of Traditional and Nontraditional Students. Communication Quarterly 53:2, pages 213-228.
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Ann Bainbridge Frymier. (2005) Students’ Classroom Communication Effectiveness. Communication Quarterly 53:2, pages 197-212.
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Keith Weber, Matthew M. Martin & Jacob L. Cayanus. (2005) Student interest: A two-study re-examination of the concept. Communication Quarterly 53:1, pages 71-86.
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Keith Weber. (2004) The relationship between student interest and teacher's use of behavior alteration techniques. Communication Research Reports 21:4, pages 428-436.
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PaulL. Witt. (2004) STUDENTS' PERCEPTIONS OF TEACHER CREDIBILITY AND LEARNING EXPECTATIONS IN CLASSROOM COURSES WITH WEBSITES. Community College Journal of Research and Practice 28:5, pages 423-434.
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Paul L. Witt , Lawrence R. Wheeless & Mike Allen. (2004) A meta‐analytical review of the relationship between teacher immediacy and student learning. Communication Monographs 71:2, pages 184-207.
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Kelly A. Rocca . (2004) College student attendance: impact of instructor immediacy and verbal aggression. Communication Education 53:2, pages 185-195.
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PaulD. Turman & Paul Schrodt. (2004) New avenues for instructional communication research: Relationships among coaches’ leadership behaviors and athletes’ affective learning. Communication Research Reports 21:2, pages 130-143.
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C. Leah Acoach & LynneM. Webb. (2004) The Influence of Language Brokering on Hispanic Teenagers' Acculturation, Academic Performance, and Nonverbal Decoding Skills: A Preliminary Study. Howard Journal of Communications 15:1, pages 1-19.
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MarianL. Houser. (2004) We Don't Need The Same Things! Recognizing Differential Expectations of Instructor Communication Behavior for Nontraditional and Traditional Students. The Journal of Continuing Higher Education 52:1, pages 11-24.
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JasonJ. Teven & TrudyL. Hanson. (2004) The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly 52:1, pages 39-53.
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Jeff Kerssen‐Griep, JonA. Hess & AprilR. Trees. (2003) Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn. Western Journal of Communication 67:4, pages 357-381.
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Neil Hartnett, Jennifer Römcke & Christine Yap. (2003) Recognizing the importance of instruction style to students' performance: some observations from laboratory research – a research note . Accounting Education 12:3, pages 313-331.
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Keith Weber. (2003) The relationship of interest to internal and external motivation. Communication Research Reports 20:4, pages 376-383.
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RAVEN M. WALLACE. (2003) Online Learning in Higher Education: a review of research on interactions among teachers and students. Education, Communication & Information 3:2, pages 241-280.
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Keith Weber, Michael Corrigan, Bennie Fornash & NicholasC. Neupauer. (2003) The effect of interest on recall: An experiment. Communication Research Reports 20:2, pages 116-123.
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Joseph L. Chesebro. (2003) Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect. Communication Education 52:2, pages 135-147.
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Donald Rubin. (2002) Binocular Vision for Communication Education. Communication Education 51:4, pages 412-419.
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Travis Russ, Cheri Simonds & Stephen Hunt. (2002) Coming Out in the Classroom... An Occupational Hazard?: The Influence of Sexual Orientation on Teacher Credibility and Perceived Student Learning. Communication Education 51:3, pages 311-324.
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Karen Swan. (2002) Building Learning Communities in Online Courses: the importance of interaction. Education, Communication & Information 2:1, pages 23-49.
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TimothyP. Mottet & StevenA. Beebe. (2002) Relationships between teacher nonverbal immediacy, student emotional response, and perceived student learning. Communication Research Reports 19:1, pages 77-88.
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Pekka Isotalus & Hanni Muukkonen. (2002) Animated agent immediacy and news services with handheld computers. Communication Quarterly 50:1, pages 78-92.
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PaulL. Witt & LawrenceR. Wheeless. (2001) An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning. Communication Education 50:4, pages 327-342.
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Ann Bainbridge Frymier & Benjamin Weser. (2001) The role of student predispositions on student expectations for instructor communication behavior. Communication Education 50:4, pages 314-326.
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B. Scott Titsworth. (2001) The effects of teacher immediacy, use of organizational lecture cues, and students’ notetaking on cognitive learning. Communication Education 50:4, pages 283-297.
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JonA. Hess, M. J. Smythe & Communication 451. (2001) Is teacher immediacy actually related to student cognitive learning?. Communication Studies 52:3, pages 197-219.
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B. Scott Titsworth. (2001) Immediate and delayed effects of interest cues and engagement cues on students' affective learning. Communication Studies 52:3, pages 169-179.
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ScottA. Myers & KellyA. Rocca. (2001) Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation. Western Journal of Communication 65:2, pages 113-137.
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Susan Messman & Jennifer Jones-Corley. (2001) Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning. Communication Monographs 68:2, pages 184-200.
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Blaine F. Peden, Elizabeth Yost Hammer, Peter J. Giordano, David S. Glenwick, Mitchel R. Slutzsky, Eric Garfinkel, Janie H. Wilson, Kelli W. Taylor, Jessica L. Miller, Mary T. Dzindolet, Lawrence Weinstein, Xiaolin Xie & Christopher R. Stones. (2001) Faculty Forum. Teaching of Psychology 28:2, pages 129-142.
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JasonJ. Teven. (2001) The relationships among teacher characteristics and perceived caring. Communication Education 50:2, pages 159-169.
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ScottA. Myers & MeganF. Ferry. (2001) Interpersonal communication motives and nonverbal immediacy behaviors. Communication Research Reports 18:2, pages 182-191.
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K. David Roach & PaulR. Byrne. (2001) A cross‐cultural comparison of instructor communication in American and German classrooms. Communication Education 50:1, pages 1-14.
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Robert LaRose & Pam Whitten. (2000) Re‐thinking instructional immediacy for web courses: A social cognitive exploration. Communication Education 49:4, pages 320-338.
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JosephL. Chesebro & JamesC. McCroskey. (2000) The relationship between students' reports of learning and their actual recall of lecture material: A validity test. Communication Education 49:3, pages 297-301.
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Ann Bainbridge Frymier & MarianL. Houser. (2000) The teacher‐student relationship as an interpersonal relationship. Communication Education 49:3, pages 207-219.
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ScottA. Myers & RondaL. Knox. (2000) Perceived instructor argumentativeness and verbal aggressiveness and student outcomes. Communication Research Reports 17:3, pages 299-309.
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Melanie Booth‐Butterfield & Tomoka Noguchi. (2000) Students' perceptions of teachers' nonverbal behavior: Comparison of American and international students' classroom response. Communication Research Reports 17:3, pages 288-298.
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Melanie Booth‐Butterfield, Robert Anderson & Kimberly Williams. (2000) Perceived messages from schools regarding adolescent tobacco use. Communication Education 49:2, pages 196-205.
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ScottA. Myers, TimothyP. Mottet & MatthewM. Martin. (2000) The relationship between student communication motives and perceived instructor communicator style. Communication Research Reports 17:2, pages 161-170.
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Keith Weber & BrianR. Patterson. (2000) Student interest, empowerment and motivation. Communication Research Reports 17:1, pages 22-29.
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KellyA. Rocca & JamesC. McCroskey. (1999) The interrelationship of student ratings of instructors' immediacy, verbal aggressiveness, homophily, and interpersonal attraction. Communication Education 48:4, pages 308-316.
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Ann Bainbridge Frymier & MarianL. Houser. (1999) The revised learning indicators scale. Communication Studies 50:1, pages 1-12.
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Frances Anne Freitas, ScottA. Myers & TheodoreA. Avtgis. (1998) Student perceptions of instructor immediacy in conventional and distributed learning classrooms. Communication Education 47:4, pages 366-372.
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KatherineS. Thweatt & JamesC. McCroskey. (1998) The impact of teacher immediacy and misbehaviors on teacher credibility. Communication Education 47:4, pages 348-358.
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ScottA. Myers, Mei Zhong & Shijie Guan. (1998) Instructor immediacy in the Chinese college classroom. Communication Studies 49:3, pages 240-254.
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TimothyP. Mottet & VirginiaP. Richmond. (1998) Newer is not necessarily better a reexamination of affective learning measurement. Communication Research Reports 15:4, pages 370-378.
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JosephL. Chesebro & JamesC. McCroskey. (1998) The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver apprehension. Communication Quarterly 46:4, pages 446-456.
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K. David Roach. (1998) Teaching assistant communication apprehension, willingness to communicate, and state communication anxiety in the classroom. Communication Research Reports 15:2, pages 130-140.
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Ann Bainbridge Frymier & MarianL. Houser. (1998) Does making content relevant make a difference in learning?. Communication Research Reports 15:2, pages 121-129.
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DarinL. Garard, Lance Lippert, StephenK. Hunt & ScottT. Paynton. (1998) Alternatives to traditional instruction: Using games and simulations to increase student learning and motivation. Communication Research Reports 15:1, pages 36-44.
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LauraK. Guerrero & TammyA. Miller. (1998) Associations between nonverbal behaviors and initial impressions of instructor competence and course content in videotaped distance education courses. Communication Education 47:1, pages 30-42.
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Joan Gorham & DianeM. Millette. (1997) A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education 46:4, pages 245-261.
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MatthewM. Martin, JosephL. Chesebro & TimothyP. Mottet. (1997) Students’ perceptions of instructors’ socio‐communicative style and the influence on instructor credibility and situational motivation. Communication Research Reports 14:4, pages 431-440.
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TimothyP. Mottet & KatherineS. Thweatt. (1997) The relationships between peer teasing, self‐esteem, and affect for school. Communication Research Reports 14:2, pages 241-248.
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JoséI. Rodríguez, TimothyG. Plax & Patricia Kearney. (1996) Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education 45:4, pages 293-305.
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JamesC. McCroskey, Aino Sallinen, JoanM. Fayer, VirginiaP. Richmond & RobertA. Barraclough. (1996) Nonverbal immediacy and cognitive learning: A cross‐cultural investigation. Communication Education 45:3, pages 200-211.
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Ann Bainbridge Frymier, GaryM. Shulman & Marian Houser. (1996) The development of a learner empowerment measure . Communication Education 45:3, pages 181-199.
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JamesC. McCroskey, JoanM. Fayer, VirginiaP. Richmond, Aino Sallinen & RobertA. Barraclough. (1996) A multi‐cultural examination of the relationship between nonverbal immediacy and affective learning. Communication Quarterly 44:3, pages 297-307.
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JeanA. Dobos. (1996) Collaborative learning: Effects of student expectations and communication apprehension on student motivation. Communication Education 45:2, pages 118-134.
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Joan O'Mara, JerryL. Allen, KathleenM. Long & Ben Judd. (1996) Communication apprehension, nonverbal immediacy, and negative expectations for learning. Communication Research Reports 13:1, pages 109-128.
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DianeM. Christophel & Joan Gorham. (1995) A test‐retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education 44:4, pages 292-306.
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JamesC. McCroskey, VirginiaP. Richmond, Aino Sallinen, JoanM. Fayer & RobertA. Barraclough. (1995) A cross‐cultural and multi‐behavioral analysis of the relationship between nonverbal immediacy and teacher evaluation. Communication Education 44:4, pages 281-291.
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DanielleJ. Dolin. (1995) An alternative form of teacher affinity‐seeking measurement. Communication Research Reports 12:2, pages 220-226.
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Ann Bainbridge Frymier & CatherineA. Thompson. (1995) Using student reports to measure immediacy: Is it a valid methodology?. Communication Research Reports 12:1, pages 85-93.
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Ann Bainbridge Frymier & GaryM. Shulman. (1995) “What's in it for me?”: Increasing content relevance to enhance students' motivation. Communication Education 44:1, pages 40-50.
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