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Communication Quarterly Volume 46, 1998 - Issue 4
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Original Articles

The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver apprehension

Joseph L. Chesebro Assistant Professor, Department of Communication, State University of New York, Brockport, NY, 14420
&
James C. McCroskey Professor of Communication Studies, West Virginia University, Morgantown, WV, 26506–6293
Pages 446-456 | Published online: 21 May 2009

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Matthew C. Ramsey, Richard A. Knight & Misty L. Knight. (2019) Student Identification and Communication Instruction: An Examination of Identity Gaps as Predictors of Communication Satisfaction and Teacher Apprehension. Communication Studies 70:5, pages 620-632.
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Alexis A. Hadden & Brandi N. Frisby. (2019) Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety, Self-Efficacy, and Perceived Emotional Support. Communication Quarterly 67:1, pages 60-75.
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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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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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RobertJ. Sidelinger, DerekM. Bolen, AudraL. McMullen & MeghanC. Nyeste. (2015) Academic and Social Integration in the Basic Communication Course: Predictors of Students' Out-of-Class Communication and Academic Learning. Communication Studies 66:1, pages 63-84.
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Linda L. McCroskey, Jason J. Teven, Maureen C. Minielli & Virginia P. Richmond McCroskey. (2014) James C. McCroskey's Instructional Communication Legacy: Collaborations, Mentorships, Teachers, and Students. Communication Education 63:4, pages 283-307.
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AlanK. Goodboy, ShannonT. Carton, ZacharyW. Goldman, TimothyA. Gozanski, WilliamJ. C. Tyler & NicoleR. Johnson. (2014) Discouraging Instructional Dissent and Facilitating Students' Learning Experiences Through Instructor Self-Disclosure. Southern Communication Journal 79:2, pages 114-129.
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ScottA. Myers, AlanK. Goodboy & Members of COMM 600. (2014) College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors. Southern Communication Journal 79:1, pages 14-26.
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Li Li, JosephP. Mazer & Ran Ju. (2011) Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility. Communication Education 60:4, pages 461-478.
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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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RobertJ. Sidelinger. (2010) College Student Involvement: An Examination of Student Characteristics and Perceived Instructor Communication Behaviors in the Classroom. Communication Studies 61:1, pages 87-103.
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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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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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MarkE. Comadena, StephenK. Hunt & CheriJ. Simonds. (2007) The Effects of Teacher Clarity, Nonverbal Immediacy, and Caring on Student Motivation, Affective and Cognitive Learning. Communication Research Reports 24:3, pages 241-248.
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Qin Zhang. (2007) Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States. Communication Education 56:2, pages 209-227.
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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) Constructing and Validating a Teacher Immediacy Scale: A Chinese Perspective . Communication Education 55:2, pages 218-241.
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Min Liu, DeannaD. Sellnow & Steven Venette. (2006) Integrating Nonnatives as Teachers: Patterns and Perceptions of Compliance-Gaining Strategies. Communication Education 55:2, pages 208-217.
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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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Qin Zhang. (2005) Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms. Communication Quarterly 53:1, pages 109-124.
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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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StephenK. Hunt. (2003) Encouraging student involvement: An approach to teaching communication. Communication Studies 54:2, pages 133-136.
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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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Linda McCroskey, Virginia Richmond & James McCroskey. (2002) The Scholarship of Teaching and Learning: Contributions from the Discipline of Communication. Communication Education 51:4, pages 383-391.
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ScottA. Myers & RondaL. Knox. (2001) The relationship between college student information‐seeking behaviors and perceived instructor verbal behaviors. Communication Education 50:4, pages 343-356.
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JosephL. Chesebro & JamesC. McCroskey. (2001) The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education 50:1, pages 59-68.
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Jia-qi Zheng & Li-hua Tan. Multiple pathways to science enjoyment: a fuzzy-set qualitative comparative analysis in TIMSS 2019. International Journal of Science Education 0:0, pages 1-19.
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Jinnie Shin, Renu Balyan, Michelle P. Banawan, Tracy Arner, Walter L. Leite & Danielle S. McNamara. (2023) Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing. Computers & Education 205, pages 104897.
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Chunxiao Kang & Jianxiao Wu. (2022) A theoretical review on the role of positive emotional classroom rapport in preventing EFL students’ shame: A control-value theory perspective. Frontiers in Psychology 13.
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Sandhya Gupta & Renu Prajapati. 2022. Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education. Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education 165 189 .
Hyunjung Kim. (2022) Korean Students’ Responses to Non-Cognitive Variables Compared to Japanese and Singaporean Students Based on TIMSS Data. Asia-Pacific Science Education 8:1, pages 188-221.
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Lynne N. Kennette. (2019) Building and Maintaining Rapport to Engage Students. The National Teaching & Learning Forum 28:6, pages 6-7.
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Gail Stern. 2019. Handbook of Sexual Assault and Sexual Assault Prevention. Handbook of Sexual Assault and Sexual Assault Prevention 451 468 .
James Kennedy, Paul Baxter & Tony Belpaeme. (2016) Nonverbal Immediacy as a Characterisation of Social Behaviour for Human–Robot Interaction. International Journal of Social Robotics 9:1, pages 109-128.
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Martin Sedláček & Klára Šeďová. (2015) Komunikace ve školní třídě a žákovské učení. ORBIS SCHOLAE 9:1, pages 83-101.
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Nathan Webb & Laura Barrett. (2014) Instructor-Student Rapport in Taiwan ESL Classrooms. Teaching & Learning Inquiry The ISSOTL Journal 2:2, pages 9-23.
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Aleksander Sztejnberg & Edward F. Finch. (2006) Adaptive use patterns of secondary school classroom environments. Facilities 24:13/14, pages 490-509.
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