A Further Test of Immediacy-Learning Models: A Cross-Cultural Investigation

Abstract

The present study was designed to test and compare the four existing immediacy-learning models, namely the learning model, the motivation model, the affective learning model, and the integrating model, in US, Chinese, German, and Japanese college classrooms. Altogether 695 college students from the four cultures completed the questionnaire, and the results from structural equation modeling indicate that the integrating model produces the best fit to the four-cultural data. Teacher immediacy has both a direct path and indirect paths mediated through affective learning and motivation to cognitive learning. The findings are consistent with both the relevant theories pertinent to immediacy, cognition, and behavior, and previous empirical findings regarding the immediacy-learning relationship.

Keywords:

• Immediacy
• Learning
• Immediacy-Learning Models
• Cross-Cultural Test

Notes

Notes

[1] The reviewers expressed concern over the face validity of a CTIS item, “having good morality,” and suggested eliminating the item from the scale. We believe that the item has face validity and should be included in the scale. We base our argument primarily on two reasons: methodological and empirical evidence and cultural support. Methodologically, the item was generated from the open-ended questionnaire and focus group interviews. The inductive scale-generating process ensured the face and content validity of the item. Additionally, the CTIS was validated across four national cultures: China, the US, Japan, and Germany (Zhang et al., 2007). Culturally, Chinese culture values holistic education, which involves educating the whole person intellectually, cognitively, affectively, and morally. Therefore, Chinese teachers assume both instructional role and pastoral role, which requires them to have good morality and be a role model. Clearly, morality is part of Chinese holistic education, and morality is part of teacher immediacy in Chinese culture.

Additional information

Notes on contributors

Qin Zhang

Qin, Zhang (PhD, University of New Mexico) is an assistant professor in the Department of Communication at Fairfield University.

John G. Oetzel

John Oetzel (PhD, University of Iowa) is department chair and associate professor in the Department of Communication and Journalism at the University of New Mexico.

Xiaofang Gao

Xiaofang Gao (PhD, Communication University of China) is an associate professor in English Department at Central China Normal University, China.

Richard G. Wilcox

Richard G. Wilcox (PhD, J. W. Goethe University, Frankfurt am Main) is a professor of International Management at Nuertingen-Geislingen University, Germany.

Jiro Takai

Jiro Takai (PhD, University of California, Santa Barbara) is an associate professor in Graduate School of Education and Human Development at Nagoya University, Japan.