Instructor Verbal and Nonverbal Immediacy and the Relationship with Student Self-Efficacy and Task Value Motivation

Autor/inn/en	Velez, Jonathan J.; Cano, Jamie
Titel	Instructor Verbal and Nonverbal Immediacy and the Relationship with Student Self-Efficacy and Task Value Motivation
Quelle	In: Journal of Agricultural Education, 53 (2012) 2, S.87-98 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2012.02087
Schlagwörter	Student Motivation; Self Efficacy; Nonverbal Communication; Effect Size; College Students; Correlation; Agricultural Education; Measures (Individuals); Likert Scales; Predictor Variables; Task Analysis; Student Surveys; Questionnaires; Ohio + Suchen Sie Ihr Suchwort? Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Non-verbal communication; Nonverbale Kommunikation; Collegestudent; Korrelation; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Messdaten; Likert-Skala; Prädiktor; Aufgabenanalyse; Schülerbefragung; Fragebogen
Abstract	This descriptive correlation study sought to examine the relationships between verbal immediacy, nonverbal immediacy, self-efficacy and task value. Respondents assessed the verbal and nonverbal immediacy of their course instructor, and then assessed their personal self-efficacy and task value motivation. Results showed a significant positive relationship between verbal immediacy and self-efficacy (r = 0.334), nonverbal immediacy and self-efficacy (r = 0.209), verbal immediacy and task value (r = 0.234), and nonverbal immediacy and task value (r = 0.152). Based on the list of effect size descriptors for the magnitude of a correlation, developed by Hopkins (1997), the effect sizes between self-efficacy and verbal immediacy were considered moderate. The effect sizes between nonverbal immediacy and self-efficacy, and between verbal immediacy, nonverbal immediacy, and task value were considered small. Results indicated 11% of the variance in self-efficacy was explained by the verbal immediacy of teachers, and four percent of the variance in self-efficacy was explained by nonverbal immediacy. Specific to task value, six percent of the variance was explained by verbal immediacy and two percent by nonverbal immediacy. Results are discussed in light of the theoretical underpinnings and recommendations made for continued research. (Contains 1 table.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10