A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning
- 28 August 2007
- journal article
- research article
- Published by Taylor & Francis Ltd in Communication Education
- Vol. 56 (4), 453-475
- https://doi.org/10.1080/03634520701530896
Abstract
This study examined (1) whether or not college students in actual classrooms used resistance strategies similar to those found in earlier hypothetical-anchored research; (2) the influence of teacher immediacy on student's differential use of those resistance strategies; and (3) the relationship among students’ willingness to comply, teachers’ nonverbal immediacy, and students’ compliance resistance behaviors with perceived cognitive and affective learning. Based on both qualitative and quantitative data, college students (N=564) reported limited resistance attempts and strategies. They also reported greater willingness to comply with immediate as opposed to nonimmediate teachers, and their willingness to comply was related to cognitive and affective learning. Findings in this study suggest that teachers’ nonverbal immediacy is fundamental to classroom management and learning.Keywords
This publication has 21 references indexed in Scilit:
- An attributional analysis of college students' resistance decisionsCommunication Education, 1991
- The relationships among teacher immediacy behaviors, student motivation, and learningCommunication Education, 1990
- Compliance‐resistance in the college classroomCommunication Education, 1989
- Effects of teacher immediacy and strategy type on college student resistance to on‐task demandsCommunication Education, 1988
- Power in the classroom III: Teacher communication techniques and messagesCommunication Education, 1985
- Teacher immediacy for affective learning in divergent college classesCommunication Quarterly, 1985
- Effective management at the beginning of the school year in junior high classes.Journal of Educational Psychology, 1982
- Three investigations exploring relationships between perceived teacher communication behaviors and student learningCommunication Education, 1981
- Relationships Between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English ClassesAmerican Educational Research Journal, 1980
- An Experimental Study of Effective Teaching in First-Grade Reading GroupsThe Elementary School Journal, 1979