The effects of teacher immediacy and autonomy support on secondary students’ approaches to learning

References

• Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Rathds, J., & Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
   Google Scholar
• Baeten, M., Dochy, F., & Struyven, K. (2008). Students’ approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science, 36(5-6), 359–374. https://doi.org/10.1007/s11251-008-9060-y
   Web of Science ®Google Scholar
• Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. https://doi.org/10.1016/j.edurev.2010.06.001
   Web of Science ®Google Scholar
• Bandura, A., Vittorio Caprara, G., Barbaranelli, C., Pastorelli, C., & Regalia, C. (2001). Sociocognitive self-regulatory mechanisms governing transgressive behavior. Journal of Personality and Social Psychology, 80(1), 125–135. https://doi.org/10.1037/0022-3514.80.1.125
   PubMed Web of Science ®Google Scholar
• Bath, D. M., & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31(2), 173–189. https://doi.org/10.1080/01580370902927758
   Web of Science ®Google Scholar
• Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., & Henrich, C. C. (2012). Teacher–student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256–267. https://doi.org/10.1007/s10964-011-9652-8
   PubMed Web of Science ®Google Scholar
• Beausaert, S. A. J., Segers, M. S. R., & Wiltink, D. P. A. (2013). The influence of teachers’ teaching approaches on students’ learning approaches: The student perspective. Educational Research, 55(1), 1–15. https://doi.org/10.1080/00131881.2013.767022
   Web of Science ®Google Scholar
• Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. The British Journal of Educational Psychology, 63 (Pt 1)(1), 3–19. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x
   PubMedGoogle Scholar
• Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. The British Journal of Educational Psychology, 71(Pt 1), 133–149. https://doi.org/10.1348/000709901158433
   PubMed Web of Science ®Google Scholar
• Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185–216. https://doi.org/10.1177/135910457000100301
   Web of Science ®Google Scholar
• Cassidy, S., & Eachus, P. (2000). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Educational Psychology, 20(3), 307–322. https://doi.org/10.1080/713663740
   Google Scholar
• Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34(3), 365–396. https://doi.org/10.1123/jsep.34.3.365
   PubMed Web of Science ®Google Scholar
• Chesebro, J. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52(2), 135–147. https://doi.org/10.1080/03634520302471
   Google Scholar
• Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50(1), 59–68. https://doi.org/10.1080/03634520109379232
   Google Scholar
• Christophel, D. M., & Gorham, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44(4), 292–306. https://doi.org/10.1080/03634529509379020
   Web of Science ®Google Scholar
• Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
   Web of Science ®Google Scholar
• Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self‐determination theory perspective. Journal of Personality, 62(1), 119–142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
   PubMed Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. In N. Weinstein (Ed.), Human motivation and interpersonal relationships (pp. 53–73). Springer Netherlands. https://doi.org/10.1007/978-94-017-8542-6_3
   Google Scholar
• Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191–195. https://doi.org/10.1016/j.lindif.2011.01.003
   Web of Science ®Google Scholar
• Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: A review of the literature. Advances in Health Sciences Education, 21(5), 1087–1112. https://doi.org/10.1007/s10459-015-9645-6
   PubMed Web of Science ®Google Scholar
• Dong, Y., & Yu, G. (2007). The development and application of an academic emotions questionnaire]. Acta Psychologica Sinica, 39(5), 852–860.
   Google Scholar
• Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23(3), 231–254. https://doi.org/10.1007/BF00145015
   Web of Science ®Google Scholar
• Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325–345. https://doi.org/10.1007/s10648-004-0003-0
   Web of Science ®Google Scholar
• Frymier, A. B. (1993). The relationships among communication apprehension, immediacy and motivation to study. Communication Reports, 6(1), 8–17. https://doi.org/10.1080/08934219309367556
   Google Scholar
• Frymier, A. B., & Houser, M. L. (2000). The teacher‐student relationship as an interpersonal relationship. Communication Education, 49(3), 207–219. https://doi.org/10.1007/s10212-015-0250-0
   Web of Science ®Google Scholar
• Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133–148. https://doi.org/10.1207/s15389286ajde1903_2
   Google Scholar
• Geitz, G., Brinke, D. J., & Kirschner, P. A. (2016). Changing learning behaviour: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75, 146–158. https://doi.org/10.1016/j.ijer.2015.11.001
   Web of Science ®Google Scholar
• Gijbels, D., Coertjens, L., Vanthournout, G., Struyf, E., & Van Petegem, P. (2009). Changing students’ approaches to learning: A two-year study within a university teacher training course. Educational Studies, 35(5), 503–513. https://doi.org/10.1080/03055690902879184
   Web of Science ®Google Scholar
• Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399–409. https://doi.org/10.1080/03055690600850354
   Web of Science ®Google Scholar
• Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37(1), 40–53. https://doi.org/10.1080/03634528809378702
   Web of Science ®Google Scholar
• Guardia, J. G. L., & Patrick, H. (2008). Self-determination theory as a fundamental theory of close relationships. Canadian Psychology/Psychologie canadienne, 49(3), 201–209. https://doi.org/10.1037/a0012760
   Web of Science ®Google Scholar
• Gunter, G. A. (2007). International Journal of Educational and Pedagogical Sciences. The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes, 1(11), 729–735.
   Google Scholar
• Gurland, S. T., & Evangelista, J. E. (2015). Teacher–student relationship quality as a function of children’s expectancies. Journal of Social and Personal Relationships, 32(7), 879–904. https://doi.org/10.1177/0265407514554511
   PubMed Web of Science ®Google Scholar
• Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26–36. 10.1016/j.psychsport.2014.08.013
   Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
   PubMed Web of Science ®Google Scholar
• Heikkilä, A., & Lonka, K. (2006). Studying in higher education: Students’ approaches to learning, self‐regulation, and cognitive strategies. Studies in Higher Education, 31(1), 99–117. https://doi.org/10.1080/03075070500392433
   Web of Science ®Google Scholar
• Iaconelli, R., & Anderman, E. M. (2021). Classroom goal structures and communication style: The role of teacher immediacy and relevance-making in students’ perceptions of the classroom. Social Psychology of Education, 24(1), 37–58. https://doi.org/10.1007/s11218-021-09609-y
   Web of Science ®Google Scholar
• Janeiro, I. N., Duarte, A. M., Araújo, A. M., & Gomes, A. I. (2017). Time perspective, approaches to learning, and academic achievement in secondary students. Learning and Individual Differences, 55, 61–68. https://doi.org/10.1016/j.lindif.2017.03.007
   Web of Science ®Google Scholar
• Jang, H., Reeve, J., & Deci, E. (2010). Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure. Journal of Educational Psychology, 102(3), 588–600.
   Web of Science ®Google Scholar
• Kelly, S., Rice, C., Wyatt, B., Ducking, J., & Denton, Z. (2015). Teacher immediacy and decreased student quantitative reasoning anxiety: The mediating effect of perception. Communication Education, 64(2), 171–186. https://doi.org/10.1080/03634523.2015.1014383
   Web of Science ®Google Scholar
• Kember, D., Biggs, J., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the learning process questionnaire. The British Journal of Educational Psychology, 74(Pt 2), 261–279. https://doi.org/10.1348/000709904773839879
   PubMedGoogle Scholar
• Kember, D., & Leung, D. Y. P. (1998). The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68(3), 395–407. https://doi.org/10.1111/j.2044-8279.1998.tb01300.x
   Web of Science ®Google Scholar
• LeFebvre, L., & Allen, M. (2014). Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections. Journal of the Scholarship of Teaching and Learning, 14(2), 29–45. https://doi.org/10.14434/josotl.v14i2.4002
   Google Scholar
• Leung, M., Lu, X., Chen, D., & Lu, M. (2008). Impacts of teaching approaches on approaches to learning of construction engineering students: A comparative study between Hong Kong and mainland China. Journal of Engineering Education, 97(2), 135–145. https://doi.org/10.1002/j.2168-9830.2008.tb00963.x
   Web of Science ®Google Scholar
• Lynch, M., & Cicchetti, D. (1992). Maltreated children’s reports of relatedness to their teachers. New Directions for Child Development, 1992(57), 81–107. https://doi.org/10.1002/cd.23219925707
   Google Scholar
• Marton, F., & Säljö, R. (1976). On qualitative differences in learning. I – Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
   Web of Science ®Google Scholar
• Mazer, J. P. (2012). Development and validation of the student interest and engagement scales. Communication Methods and Measures, 6(2), 99–125. https://doi.org/10.1080/19312458.2012.679244
   Google Scholar
• McCroskey, J. C., Richmond, V. P., Sallinen, A., Fayer, J. M., & Barraclough, R. A. (1995). A cross-cultural and multi-behavioral analysis of the relationship between nonverbal immediacy and teacher evaluation. Communication Education, 44(4), 281–291. https://doi.org/10.1080/03634529509379019
   Web of Science ®Google Scholar
• Myers, S. A., & Knox, R. L. (2001). The relationship between college student information-seeking behaviors and perceived instructor verbal behaviors. Communication Education, 50(4), 343–356. https://doi.org/10.1080/03634520109379260
   Google Scholar
• Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., & Freeman, K. E. (2000). Manual for the patterns of adaptive learning scales. The University of Michigan.
   Google Scholar
• Newton, G., & Martin, E. (2013). Blooming, SOLO taxonomy, and phenomenography as assessment strategies in undergraduate science education. Journal of College Science Teaching, 043(02), 78–90. https://doi.org/10.2505/4/jcst13_043_02_78
   Google Scholar
• O’Neill, G., & Mcmahon, T. (2005). Student-centred learning: What does it mean for students and lecturers?. In G. O’Neill, S. Moore, & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching (pp. 30-39). AISHE.
   Google Scholar
• Pandey, P., & Zimitat, C. (2007). Medical students’ learning of anatomy: Memorisation, understanding and visualisation. Medical Education, 41(1), 7–14. https://doi.org/10.1111/j.1365-2929.2006.02643.x
   PubMed Web of Science ®Google Scholar
• Papinczak, T. (2009). Are deep strategic learners better suited to PBL? A preliminary study. Advances in Health Sciences Education, 14(3), 337–353. https://doi.org/10.1007/s10459-008-9115-5
   PubMed Web of Science ®Google Scholar
• Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students’ approaches to learning and their experiences of the teaching–learning environment in different disciplines. The British Journal of Educational Psychology, 80(Pt 2), 269–282. https://doi.org/10.1348/000709909X476946
   PubMed Web of Science ®Google Scholar
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
   Web of Science ®Google Scholar
• Pladevall-Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: Students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18(1), 45–59. https://doi.org/10.1080/13670050.2013.874972
   Web of Science ®Google Scholar
• Postareff, L., Mattsson, M., & Parpala, A. (2018). The effect of perceptions of the teaching-learning environment on the variation in approaches to learning – Between-student differences and within-student variation. Learning and Individual Differences, 68, 96–107. https://doi.org/10.1016/j.lindif.2018.10.006
   Web of Science ®Google Scholar
• Prosser, M., Trigwell, K., Hazel, E. W., & Waterhouse, F. (2000). Students’ experiences of studying physics concepts: The effects of disintegrated perceptions and approaches. European Journal of Psychology of Education, 15(1), 61–74. https://doi.org/10.1007/BF03173167
   Web of Science ®Google Scholar
• Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411–427. https://doi.org/10.1007/BF01680529
   Web of Science ®Google Scholar
• Ramsden, P., & Entwistle, N. J. (1981). Effects of academic departments on students’ approaches to studying. British Journal of Educational Psychology, 51(3), 368–383. https://doi.org/10.1111/j.2044-8279.1981.tb02493.x
   Web of Science ®Google Scholar
• Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209
   Web of Science ®Google Scholar
• Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147–169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f
   Web of Science ®Google Scholar
• Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375–392. https://doi.org/10.1037/0022-0663.95.2.375
   Web of Science ®Google Scholar
• Roberts, A., & Friedman, D. (2013). The impact of teacher immediacy on student participation: An objective cross-disciplinary examination. International Journal of Teaching and Learning in Higher Education, 25(1), 38–46. https://files.eric.ed.gov/fulltext/EJ1016418.pdf
   Google Scholar
• Rytkönen, H., Parpala, A., Lindblom-Ylänne, S., Virtanen, V., & Postareff, L. (2012). Factors affecting bioscience students’ academic achievement. Instructional Science, 40(2), 241–256. https://doi.org/10.1007/s11251-011-9176-3
   Web of Science ®Google Scholar
• Schunk, D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207–231. https://doi.org/10.1080/00461520.1991.9653133
   Web of Science ®Google Scholar
• Schweder, S., & Raufelder, D. (2022). Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments. Learning Environments Research, 25(2), 507–522. https://doi.org/10.1007/s10984-021-09378-7
   Google Scholar
• Simonton, K. L., Solmon, M. A., & Garn, A. C. (2021). Exploring perceived autonomy support and emotions in university tennis courses. International Journal of Sport and Exercise Psychology, 19(1), 134–148. https://doi.org/10.1080/1612197X.2019.1623285
   Web of Science ®Google Scholar
• Sins, P. H. M., van Joolingen, W. R., Savelsbergh, E. R., & van Hout-Wolters, B. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology, 33(1), 58–77. https://doi.org/10.1016/j.cedpsych.2006.12.004
   Web of Science ®Google Scholar
• Thompson, A. R., & Lake, L. P. O. (2023). Relationship between learning approach, Bloom’s taxonomy, and student performance in an undergraduate Human Anatomy course. Advances in Health Sciences Education, 28(4), 1115–1130. https://doi.org/10.1007/s10459-023-10208-z
   PubMedGoogle Scholar
• Titsworth, S., McKenna, T. P., Mazer, J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers’ behaviors predict students’ enjoyment, hope, and pride? Communication Education, 62(2), 191–209. https://doi.org/10.1080/03634523.2013.763997
   Web of Science ®Google Scholar
• Trigwell, K., Ashwin, P., & Millan, E. S. (2013). Evoked prior learning experience and approach to learning as predictors of academic achievement. The British Journal of Educational Psychology, 83(Pt 3), 363–378. https://doi.org/10.1111/j.2044-8279.2012.02066.x
   PubMed Web of Science ®Google Scholar
• Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811–824. https://doi.org/10.1080/03075079.2010.549220
   Web of Science ®Google Scholar
• Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409–424. https://doi.org/10.1007/s10648-004-0007-9
   Web of Science ®Google Scholar
• Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431–439. https://doi.org/10.1016/j.learninstruc.2012.04.002
   Web of Science ®Google Scholar
• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260. https://doi.org/10.1037/0022-3514.87.2.246
   PubMed Web of Science ®Google Scholar
• Velez, J. J., & Cano, J. (2012). Instructor verbal and nonverbal immediacy and the relationship with student self-efficacy and task value motivation. Journal of Agricultural Education, 53(2), 87–98. https://doi.org/10.5032/jae.2012.02087
   Google Scholar
• Wang, W. (2011). Teacher immediacy: An important variable for effective instruction – A close look at the research on teacher communication behaviors in the U.S. Studies in Foreign Education, 38(6), 55–60.
   Google Scholar
• Wang, X. (2021). Cognitive and affective learning in English as a foreign language/English as a second language instructional-learning contexts: Does teacher immediacy matter? Frontiers in Psychology, 12, 759784. https://doi.org/10.3389/fpsyg.2021.759784
   PubMed Web of Science ®Google Scholar
• Witt, P. L., & Schrodt, P. (2006). The influence of instructional technology use and teacher immediacy on student affect for teacher and course. Communication Reports, 19(1), 1–15. https://doi.org/10.1080/08934210500309843
   Google Scholar
• Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta‐analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71(2), 184–207. https://doi.org/10.1080/036452042000228054
   Web of Science ®Google Scholar
• Williams, G. C., Cox, E. M., Kouides, R., & Deci, E. L. (1999). Presenting the facts about smoking to adolescents: Effects of an autonomy-supportive style. Archives of Pediatrics & Adolescent Medicine, 153(9), 959–964. https://doi.org/10.1001/archpedi.153.9.959
   PubMedGoogle Scholar
• Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767–779. https://doi.org/10.1037/0022-3514.70.4.767
   PubMed Web of Science ®Google Scholar
• Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1-2), 6–24. https://doi.org/10.1016/j.ijer.2006.03.003
   Google Scholar