Document Type

Article

Article Version

Publisher's PDF

Publication Date

2008

Abstract

The purpose of this study was to investigate the effect of teacher burnout on student state motivation and affective learning and to test the moderating effect of teacher nonverbal immediacy. Utilizing a 2 x 2 factorial experimental design, 172 college students were exposed randomly to one of four written scenarios manipulating levels of teacher burnout (high or low) and nonverbal immediacy (high or low). Results of MANOVA indicated that teacher burnout adversely impacted student state motivation and affective learning, and teacher nonverbal immediacy mitigated the negative effect of teacher burnout on students. Students reported the highest motivation and affective learning with low burnout and high immediacy teachers, and the lowest motivation and affective learning with high burnout and low immediacy teachers.

Comments

Copyright Marquette Books 2008

Archived with permission from the copyright holder. Also available on publisher site at: http://www.marquettebooks.com/images/JCSVol1No2_reduced.pdf#page=52

Publication Title

Journal of Communication Studies

Published Citation

Zhang, Q., & Sapp, D. (2008). A Burning Issue in Teaching: The Impact of Perceived Teacher Burnout and Nonverbal Immediacy on Student Motivation and Affective Learning. Journal of Communication Studies, 1(2), 152-168

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