A multi‐cultural examination of the relationship between nonverbal immediacy and affective learning

Teacher–student relationships in multicultural classes: Reviewing the past, preparing the future

“…A cross-national study by Aldridge and Fraser (2000) resulted in greater perceptions of teacher support (using the WIHIC) in Australia than in Taiwan. In another cross-national study on teacher immediacy/closeness that was conducted in the U.S., Finland, the UK and Puerto Rico, teachers in non-western countries were viewed as more immediate than their western peers (McCroskey, Fayer, Richmond, Sallinen, & Barraclough, 1996). After studying 190 American university students, Neuliep (1995), reported that African-American teachers displayed more ''high-contact,'' immediate behavior than their White American peers.…”

The Relationship of Ethnicity and Sex to Professor Credibility at a Culturally Diverse University An earlier version of this manuscript was presented to the Instructional/Development Communication Division at the International Communication Association annual convention, New Orleans, May 2004

“…Researchers have found immediacy to be correlated with student learning (Christensen & Menzel, 1998;Christophel, 1990;Gorham, 1988;McCroskey, Fayer, Richmond, Sallinen, & Barraclough, 1996) and perceptions of teacher credibility, especially the caring dimension (Thweatt & McCroskey, 1998). Frymier (1994) found support for a model in which teacher immediacy behaviors increase student motivation by gaining attention and arousing interest, thereby enhancing student learning.…”

“…Frymier (1994) found support for a model in which teacher immediacy behaviors increase student motivation by gaining attention and arousing interest, thereby enhancing student learning. Of relevance to this study, perceptions of teacher immediacy have been found to be relatively unaffected by cultural values (McCroskey et al, 1996) and sex (Frymier & Houser, 2000;Punyanunt-Carter & Wagner, 2005). Given the importance of teacher immediacy in predictions of student perceptions, we included immediacy as a covariant, or control variable, in sorting out the potential effects of sex and ethnicity.…”

A Cross-Cultural Investigation of Student Resistance in College Classrooms: The Effects of Teacher Misbehaviors and Credibility

“…As a result, many U.S.-generated instructional communication constructs and models (e.g., immediacy, clarity, misbehaviors, credibility, etc. ) have been applied across cultures, such as in China, Japan, Germany, Australia, Finland, France, and so forth (McCroskey, Fayer, Richmond, Sallinen, & Barraclough, 1996;Myers, Zhong, & Guan, 1998;Neuliep, 1997;Roach & Byrne, 2001;Zhang, Oetzel, Gao, Wilcox, & Takai, 2007;Zhang & Zhang, 2005); but student resistance has yet to be examined cross-culturally. Thus, the purpose of this study is to extend the line of study to investigate the effects of teacher misbehaviors and credibility on student resistance in U.S. and Chinese college classrooms.…”