Dimensions of teacher immediacy as predictors of student learning: A Chinese perspective
Document Type
Article
Publication Date
2006
Abstract
The purpose of this study was two-fold: (1) to use the Chinese Teacher Immediacy Scale to examine the relationship between teacher immediacy and affective and cognitive learning, and (2) to investigate which dimension of teacher immediacy was the most effective predictor of affective and cognitive learning in Chinese classrooms. The study suggested three findings: first, teacher immediacy was correlated strongly with affective and cognitive learning in Chinese classrooms; second, all three dimensions of teacher immediacy (personal, relational, and instructional) were effective predictors of affective learning; and third, personal and relational immediacy were found to be effective predictors of cognitive learning, but instructional immediacy was not. Although the three dimensions differed in the magnitude as predictors of affective learning, the differences were found to be nonsignificant.
Publication Title
Communication Research Reports
Repository Citation
Zhang, Qin and Zhang, Jibiao, "Dimensions of teacher immediacy as predictors of student learning: A Chinese perspective" (2006). Communication Faculty Publications. 35.
https://digitalcommons.fairfield.edu/communications-facultypubs/35
Published Citation
Zhang, Qin & Zhang, Jibiao (2006). "Dimensions of teacher immediacy as predictors of student learning: A Chinese perspective." Communication Research Reports, 23(3), 199-207.
DOI
10.1080/08824090600796419
Comments
Copyright 2006 Taylor and Francis
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