The Effects of Nonverbal and Verbal Immediacy on Recall and Multiple Student Learning Indicators

Autor/inn/en	Goodboy, Alan K.; Weber, Keith; Bolkan, San
Titel	The Effects of Nonverbal and Verbal Immediacy on Recall and Multiple Student Learning Indicators
Quelle	In: Journal of Classroom Interaction, 44 (2009) 1, S.4-12 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Nonverbal Communication; Motivation; Academic Achievement; Outcomes of Education; Research Design; Reliability; Likert Scales; College Students; Recall (Psychology); Educational Indicators; Affective Behavior; Teacher Behavior; Satisfaction; Pretests Posttests; Cues; Higher Education + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; psychologische; Motivation (psychologisch); Schulleistung; Lernleistung; Schulerfolg; Forschungsdesign; Reliabilität; Likert-Skala; Collegestudent; Abberufung; Educational indicato; Bildungsindikator; Affective disturbance; Active behaviour; Affektive Störung; Teacher behaviour; Lehrerverhalten; Zufriedenheit; Stichwort; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	A 2 x 2 experiment was conducted in which instructor nonverbal immediacy and verbal immediacy were manipulated in a college classroom to examine causal links with cognitive and affective learning outcomes. Previous criticisms concerning immediacy and learning research were considered and multiple operationalizations of cognitive learning (i.e., recall, learning loss, learning indicators) and affective outcomes (i.e., affective learning, state motivation, student satisfaction) were investigated in light of these criticisms. Students in the high nonverbal/high verbal immediacy condition performed significantly better on a recall test, accounting for 8% of the variance. However, no differences in perceived learning outcomes (i.e., learning loss, learning indicators, affective learning, state motivation, student satisfaction) were observed as a result of nonverbal or verbal immediacy manipulation. Additionally, all perceived learning outcomes were correlated with one another while recall scores were uncorrelated. (Contains 2 tables and 2 notes.) (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10