The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model

Autor/inn/en	Allen, Mike; Witt, Paul L.; Wheeless, Lawrence R.
Titel	The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model
Quelle	In: Communication Education, 55 (2006) 1, S.21-31 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
Schlagwörter	Teacher Role; Causal Models; Student Motivation; Meta Analysis; Affective Objectives; Learning Motivation; Cognitive Development + Suchen Sie Ihr Suchwort? Lehrerrolle; Kausalanalyse; Schulische Motivation; Meta-analysis; Metaanalyse; Motivation for studies; Lernmotivation; Kognitive Entwicklung
Abstract	This report uses meta-analysis to derive correlations between the variables of teacher immediacy, cognitive learning, and affective learning. A model was constructed such that the perception of teacher immediacy, a behavior, generates an intermediate outcome of affect, a motivation, which in turn increases cognitive learning outcome. The data across all the included investigations are consistent with that model. The results suggest that high levels of teacher immediacy function as a means of increasing the motivation of a student to learn, and that such motivation increases the cognitive mastery of material. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10