The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model
Top Cited Papers
- 1 January 2006
- journal article
- research article
- Published by Taylor & Francis in Communication Education
- Vol. 55 (1) , 21-31
- https://doi.org/10.1080/03634520500343368
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.Keywords
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