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Communication Education Volume 58, 2009 - Issue 1
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Original Articles

Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning

Paul KingCorrespondence[email protected].
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Paul WittView further author information
Pages 110-123 | Published online: 29 Jan 2009

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Brandi N. Frisby, Daniel H. Mansson & Caroline Giraudeau. (2024) The influence of French instructors’ rhetorical and relational communication on students’ instructional beliefs, behaviors, and perceived learning. Communication Education 73:1, pages 46-63.
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Brandi Frisby, Nicholas Tatum, Flora Galy-Badenas & Elif Bengu. (2022) Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter. Journal of Intercultural Communication Research 51:1, pages 1-21.
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America L. Edwards, Timothy L. Sellnow, Deanna D. Sellnow, Joel Iverson, Adam Parrish & Steve Dritz. (2021) Communities of practice as purveyors of instructional communication during crises. Communication Education 70:1, pages 49-70.
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Melissa A. Broeckelman-Post, Katherine E. Hyatt Hawkins, Joshua Murphy, Ayodeji Otusanya & George Kueppers. (2020) The impact of gender and introductory communication course type on public speaking performance. Communication Teacher 34:1, pages 53-67.
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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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Melissa A. Broeckelman-Post. (2019) Context matters: Multilingual learners on public speaking courses. Communication Teacher 33:1, pages 63-79.
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Renee Kaufmann & Nicholas T. Tatum. (2018) Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk. Distance Education 39:3, pages 373-389.
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Jon A. Hess. (2017) Closing reflections: observations from service as editor. Communication Education 66:4, pages 500-503.
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Nino Andre Conley & Kimo Ah Yun. (2017) A survey of instructional communication: 15 years of research in review. Communication Education 66:4, pages 451-466.
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Kevin A. Wombacher, Christina J Harris, Marjorie M Buckner, Brandi Frisby & Anthony M. Limperos. (2017) The effects of computer-mediated communication anxiety on student perceptions of instructor behaviors, perceived learning, and quiz performance. Communication Education 66:3, pages 299-312.
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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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Zachary W. Goldman, Alan K. Goodboy & San Bolkan. (2016) A Meta-Analytical Review of Students’ Out-of-Class Communication and Learning Effects. Communication Quarterly 64:4, pages 476-493.
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Brandi N. Frisby & Amy L. Housley Gaffney. (2015) Understanding the Role of Instructor Rapport in the College Classroom. Communication Research Reports 32:4, pages 340-346.
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Jon A. Hess. (2015) Editor's Introduction: What Exactly Are We Studying?. Communication Education 64:4, pages 491-493.
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Scott Titsworth, Joseph P. Mazer, Alan K. Goodboy, San Bolkan & Scott A. Myers. (2015) Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning. Communication Education 64:4, pages 385-418.
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Deanna D. Sellnow, Anthony Limperos, Brandi N. Frisby, Timothy L. Sellnow, Patric R. Spence & Edward Downs. (2015) Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts. Communication Studies 66:4, pages 417-432.
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Joseph P. Mazer & Elizabeth E. Graham. (2015) Measurement in Instructional Communication Research: A Decade in Review. Communication Education 64:2, pages 208-240.
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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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Sara LaBelle, KellyG. Odenweller & ScottA. Myers. (2015) Applying Instructor Communication Behaviors and Learning Outcomes to the Pediatrician-Parent Context. Southern Communication Journal 80:1, pages 55-73.
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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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Amber N. Finn & Andrew M. Ledbetter. (2014) Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning. Communication Education 63:3, pages 210-234.
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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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John Hooker & Katherine Denker. (2014) The Learning Loss Scale as an Assessment Tool: An Empirical Examination of Convergent Validity with Performative Measures. Communication Teacher 28:2, pages 130-143.
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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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Tiffany R. Wang. (2014) Formational Turning Points in the Transition to College: Understanding How Communication Events Shape First-Generation Students' Pedagogical and Interpersonal Relationships With Their College Teachers. Communication Education 63:1, pages 63-82.
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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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Matt Larseingue, ChrisR. Sawyer & AmberN. Finn. (2012) Components of Students' Grade Expectations for Public Speaking Assignments. Communication Education 61:4, pages 428-447.
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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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Fang-Yi Flora Wei, Y. Ken Wang & Michael Klausner. (2012) Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning?. Communication Education 61:3, pages 185-204.
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RobertJ. Sidelinger, DerekM. Bolen, BrandiN. Frisby & AudraL. McMullen. (2012) Instructor Compliance to Student Requests: An Examination of Student-to-Student Connectedness as Power in the Classroom. Communication Education 61:3, pages 290-308.
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AmberN. Finn & Paul Schrodt. (2012) Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment. Communication Education 61:2, pages 111-130.
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Vincent Santilli, Ann Neville Miller & James Katt. (2011) A Comparison of the Relationship Between Instructor Nonverbal Immediacy and Teacher Credibility in Brazilian and U.S. Classrooms. Communication Research Reports 28:3, pages 266-274.
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Sherwyn Morreale, Philip Backlund, Ellen Hay & Michael Moore. (2011) Assessment of Oral Communication: A Major Review of the Historical Development and Trends in the Movement from 1975 to 2009. Communication Education 60:2, pages 255-278.
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Vincent Santilli & Ann Neville Miller. (2011) The Effects of Gender and Power Distance on Nonverbal Immediacy in Symmetrical and Asymmetrical Power Conditions: A Cross-Cultural Study of Classrooms and Friendships. Journal of International and Intercultural Communication 4:1, pages 3-22.
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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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JohnA. Banas, Norah Dunbar, Dariela Rodriguez & Shr-Jie Liu. (2011) A Review of Humor in Educational Settings: Four Decades of Research. Communication Education 60:1, pages 115-144.
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Sarah Nixon, Philip Vickerman & Carol Maynard. (2010) Teacher immediacy: reflections on a peer review of teaching scheme. Journal of Further and Higher Education 34:4, pages 491-502.
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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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BrandiN. Frisby & MatthewM. Martin. (2010) Instructor–Student and Student–Student Rapport in the Classroom. Communication Education 59:2, pages 146-164.
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Danette Ifert Johnson & Kaleigh Mrowka. (2010) Generative Learning, Quizzing and Cognitive Learning: An Experimental Study in the Communication Classroom. Communication Education 59:2, pages 107-123.
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RobertJ. Sidelinger & Melanie Booth-Butterfield. (2010) Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom. Communication Education 59:2, pages 165-184.
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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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Qin Zhang. (2009) Perceived Teacher Credibility and Student Learning: Development of a Multicultural Model. Western Journal of Communication 73:3, pages 326-347.
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Paul Schrodt, PaulL. Witt, PaulD. Turman, ScottA. Myers, MatthewH. Barton & KodianeA. Jernberg. (2009) Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes. Communication Education 58:3, pages 350-371.
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AlanK. Goodboy & San Bolkan. (2009) College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes. Western Journal of Communication 73:2, pages 204-219.
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JasonJ. Teven. (2007) Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness. Communication Quarterly 55:4, pages 433-450.
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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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CarolynM. Prentice & MichaelW. Kramer. (2006) Dialectical Tensions in the Classroom: Managing Tensions through Communication. Southern Communication Journal 71:4, pages 339-361.
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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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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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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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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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Mary-Jeanette Smythe & JonA. Hess. (2005) Are Student Self-Reports a Valid Method for Measuring Teacher Nonverbal Immediacy?. Communication Education 54:2, pages 170-179.
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B. Scott Titsworth . (2004) Students' notetaking: the effects of teacher immediacy and clarity. Communication Education 53:4, pages 305-320.
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Timothy P. Mottet , Steven A. Beebe, Paul C. Raffeld & Amanda L. Medlock. (2004) The effects of student verbal and nonverbal responsiveness on teacher self‐efficacy and job satisfaction. Communication Education 53:2, pages 150-163.
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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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Jo Sprague. (2002) Communication Education: The Spiral Continues. Communication Education 51:4, pages 337-354.
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