Testing the Neutralizing Effect of Instructor Immediacy on Student Course Workload Expectancy Violations and Tolerance for Instructor Unavailability

Abstract

This study investigates how an instructor's use of relational messages, specifically nonverbal immediacy behaviors, may neutralize how students interpret instructor course workload demands and student expectations for instructor availability. It was hypothesized that instructor immediacy would temper instructor course workload demands that violated student expectations in a way that preserved student affect for the instructor (H1), student compliance with instructor course workload demands (H2), and student tolerance for instructor unavailability (H3). The first hypothesis was supported; however, the second and third hypotheses were not supported. The data suggest that instructor course workload demands negatively impacted student compliance (H2) and neither instructor immediacy nor workload demands impacted student tolerance for instructor unavailability in a meaningful manner (H3). Implication and directions for future research are discussed.

Keywords:

• Instructor Immediacy
• Course Workload
• Student Compliance
• Instructor Availability
• Expectancy Violation Theory

The authors would like to thank the editor, Pat Kearney, and the two anonymous reviewers for their assistance in preparing this article.

Additional information

Notes on contributors

Timothy P. Mottet

Timothy P. Mottet (Ed.D., West Virginia University, 1998) is an Associate Professor of Communication Studies at Texas State University, San Marcos

Jessica Parker-Raley

Jessica Parker-Raley (M.A., Texas State University, San Marcos, 2004) is a doctoral student in Communication Studies at the University of Texas, Austin

Cory Cunningham

Cory Cunningham (M.A., Texas State University, San Marcos, 2004) is a doctoral student in Communication Studies at the University of Oklahoma, Norman

Steven A. Beebe

Steven A. Beebe (Ph.D., University of Missouri, 1976) is Professor and Chair of Communication Studies at Texas State University, San Marcos

Paul C. Raffeld

Paul C. Raffeld (Ph.D., University of Oregon, 1973) is Professor of Psychology at Texas State University, San Marcos. A faculty research enhancement grant from Texas State University, San Marcos funded this study