Title
A cross-cultural test of immediacy-learning models in Chinese classrooms
Document Type
Article
Publication Date
2006
Abstract
The purpose of this study was to conduct a cross-cultural test of three U.S.-based immediacy–learning models and to compare a proposed integrating model with the existing models in Chinese classrooms. The findings suggested that the affective learning model provided a better fit than the learning model, which had a better fit than the motivation model in Chinese classrooms. Based on the three U.S.-generated models, this study proposed an integrating model, which posited that teacher immediacy had both a direct path, and an indirect path mediated first through affective learning and then through motivation, to cognitive learning. The finding suggested that the proposed integrating model provided the best fit to the data in Chinese classrooms.
Publication Title
Communication Education
Repository Citation
Zhang, Qin, "A cross-cultural test of immediacy-learning models in Chinese classrooms" (2006). Communication Faculty Publications. 37.
https://digitalcommons.fairfield.edu/communications-facultypubs/37
Published Citation
Zhang, Qin & Oetzel, John G. (2006). "A cross-cultural test of immediacy-learning models in Chinese classrooms." Communication Education, 55(3), 313-330.
DOI
10.1080/03634520600748599
Comments
Copyright 2006 Taylor and Francis
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