Affiliative Communication Behaviors: A Comparative Analysis of the Interrelationships among Teacher Nonverbal Immediacy, Responsiveness, and Verbal Receptivity on the Prediction of Student Learning.

Autor/in	Robinson, Rena Y.
Titel	Affiliative Communication Behaviors: A Comparative Analysis of the Interrelationships among Teacher Nonverbal Immediacy, Responsiveness, and Verbal Receptivity on the Prediction of Student Learning.
Quelle	(1995), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Communication Research; Comparative Analysis; Higher Education; Nonverbal Communication; Teacher Behavior; Teacher Effectiveness; Teacher Student Relationship; Undergraduate Students + Suchen Sie Ihr Suchwort? Klassengespräch; Kommunikationsforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-verbal communication; Nonverbale Kommunikation; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A study which replicated previous research focused on the perceived affiliative communication behaviors of teachers within the classroom, their relationship to student learning, and the interrelationship among those behaviors. Six hypotheses were formulated based on already published literature. These hypotheses suggest that student perceptions of teacher nonverbal immediacy behaviors, teacher responsiveness, and teacher verbal receptivity are positively associated with affective learning and with cognitive learning. The study also aspired to examine the interrelationship among the above teacher behaviors. A seventh and eighth hypothesis were formulated toward this end: nonverbal immediacy is positively correlated with responsiveness; and nonverbal immediacy is positively correlated with verbal receptivity. Along these same lines, two research questions were posed: first, to what extent are nonverbal immediacy, responsiveness, and verbal receptivity collinear predictors of learning? and second, are nonverbal immediacy, responsiveness, and verbal receptivity components of a single construct? Subjects were 531 undergraduates in basic communication courses at a large Eastern university. All hypotheses were shown to be true, thus, providing additional support for previous research findings. Findings further showed that, in answer to research question 1, the degree of collinearity among the three factors was substantial; and that, in answer to research question 2, nonverbal immediacy, responsiveness, and verbal receptivity were highly intercorrelated. (Contains 5 tables of data and 36 references.) (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC