Literaturnachweis - Detailanzeige
Autor/inn/en | Allen, Mike; Witt, Paul L.; Wheeless, Lawrence R. |
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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 |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0363-4523 |
Schlagwörter | Teacher Role; Causal Models; Student Motivation; Meta Analysis; Affective Objectives; Learning Motivation; Cognitive Development |
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 |