Advanced search
Publication Cover
Communication Quarterly Volume 67, 2019 - Issue 5
Submit an article Journal homepage
1,307
Views
23
CrossRef citations to date
0
Altmetric
Original Article

Why nonverbal immediacy matters: A motivation explanation

Ann Bainbridge FrymierAnn Bainbridge Frymier (Ed.D., West Virginia University, 1992) is a Professor and the Director of the School of Communication Studies at Ohio University. Zachary W. Goldman (Ph.D., West Virginia University, 2015) is an Assistant Professor in the Management Department at the University of Louisville. Christopher J. Claus (Ph.D., West Virginia University, 2013) is an Associate Professor in the Department of Communication Studies at The California State University, Stanislaus.Correspondence[email protected]
,
Zachary W. GoldmanAnn Bainbridge Frymier (Ed.D., West Virginia University, 1992) is a Professor and the Director of the School of Communication Studies at Ohio University. Zachary W. Goldman (Ph.D., West Virginia University, 2015) is an Assistant Professor in the Management Department at the University of Louisville. Christopher J. Claus (Ph.D., West Virginia University, 2013) is an Associate Professor in the Department of Communication Studies at The California State University, Stanislaus.
&
Christopher J. ClausAnn Bainbridge Frymier (Ed.D., West Virginia University, 1992) is a Professor and the Director of the School of Communication Studies at Ohio University. Zachary W. Goldman (Ph.D., West Virginia University, 2015) is an Assistant Professor in the Management Department at the University of Louisville. Christopher J. Claus (Ph.D., West Virginia University, 2013) is an Associate Professor in the Department of Communication Studies at The California State University, Stanislaus.
Pages 526-539 | Published online: 23 Sep 2019
 
Sample our Communication Studies journals, sign in here to start your access, 2013 & 2014 volumes FREE to you for 14 days

Abstract

Instructional communication behaviors have been routinely associated with student learning outcomes for the past 40 years; however, the explanations for why these relationships exist remain somewhat controversial. Specifically, the relationship between immediacy and learning outcomes continues to be disputed. This study used Self-Determination Theory to evaluate the utility of students’ need for relatedness and their intrinsic motivation to learn as sequential mediators of the teacher immediacy-student learning relationships. Results of a structural equation model supported the theory’s hypothesis, as relatedness and intrinsic motivation to learn operated in serial to mediate the immediacy-learning relationship. These results indicate Self-Determination Theory is a well-suited framework for explaining the relationship between instructors’ communicative behaviors (e.g., immediacy) and their effects on student outcomes.

Disclosure statement

No potential conflict of interest was reported by the authors.

Log in via your institution

Access through your institution

Log in to Taylor & Francis Online

Restore content access

Restore content access for purchases made as guest
Purchase options * Save for later

PDF download + Online access

  • 48 hours access to article PDF & online version
  • Article PDF can be downloaded
  • Article PDF can be printed
USD 53.00 Add to cart

Issue Purchase

  • 30 days online access to complete issue
  • Article PDFs can be downloaded
  • Article PDFs can be printed
USD 256.00 Add to cart

* Local tax will be added as applicable

Related Research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.