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Abstract
The relationships among students' communication apprehension, perceived teacher immediacy, and motivation were examined. Based on the known relationships between communication apprehension and academic performance, and on Brophy's work with students' motivation, it was hypothesized that communication apprehension would have a negative relationship with students' motivation to study. Support was found for this hypothesis. It was also hypothesized that teacher immediacy would have a negative impact on highly apprehensive students' motivation to study. The opposite relationship was found. Highly apprehensive students' appeared to have a small increase in motivation when exposed to highly verbal immediate teachers, rather than the predicted decrease.
Notes
Ann Bainbridge Frymier (Ed.D, West Virginia University, 1992) is an Assistant Professor in Speech Communication at Miami University, Oxford, Ohio 45056. The author would like to express her gratitude to James C. McCroskey for his guidance and advice in regards to this research project.
