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Abstract
This study addressed patterns and influence of student perceptions of instructor power use, affinity‐seeking, and nonverbal immediacy in American and in German classrooms. American instructors were seen to be significantly higher in power use, affinity‐seeking, and nonverbal immediacy than German instructors. American students reported significantly higher perceptions of cognitive learning than those reported by German students. Instructor affinity‐seeking and nonverbal immediacy were strongly correlated with student affective/cognitive learning and ratings of instructor for American and German students. The influence of instructor referent power, affinity‐seeking, and nonverbal immediacy on student cognitive learning was significantly higher for American students.
