Emotional Reactions of Students to Nonverbal Teacher Behavior

Goldberg, Gale; Mayerberg, Cathleen Kubiniec

doi:10.1080/00220973.1973.11011438

Cited by 6 publications

(4 citation statements)

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“…What's more, studies found that without external incentives audiences are more strongly influenced by delivery style than by (Goldberg and Mayerberg, 1973;Kaufman 1975, unpublished doctoral dissertation 1 ; Woolfolk et al, 1977;Chaikin et al, 1978;Guyer et al, 2019;Lawson et al, 2021a). When instructor expressiveness overrides the effect of lecture content on student evaluations, the "Dr. Fox Effect" happens, this is also known as the educational seduction phenomenon.…”

Section: The Positive Impact Of Instructors' Expressive Nonverbal Beh...mentioning

confidence: 99%

Instructors’ expressive nonverbal behavior hinders learning when learners’ prior knowledge is low

et al. 2022

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This study investigated the influence of instructors’ expressive nonverbal behavior and nonexpressive nonverbal behavior in video lectures on students’ learning performance and affective experience. We conducted two rounds of experiments using the same materials and procedures, the only difference being the participants. In each round of experiments, participants were randomly assigned to expressive condition or nonexpressive condition. 227 rural primary school sixth-graders took part in experiment 1, participants in expressive condition had better affective experiences and perceived tasks as less difficult, but had lower learning performance than participants in nonexpressive condition. 175 sixth-graders from urban primary schools participated in experiment 2. The results showed that instructors’ expressive nonverbal behavior also improved students’ affective experience and reduced students’ perception of task difficulty, but there was no significant difference in learning performance between the two groups. Comparing the pretest scores of students in the two experiments, it was found that the pretest scores of participants in experiment 2 were higher than those in experiment 1. Overall, instructors’ expressive nonverbal behavior can improve students’ affective experience and reduce their perception of task difficulty. However, when students’ prior knowledge is relatively low, instructors’ expressive nonverbal behavior hinders students’ learning performance. We suggest that teachers adopt expressive nonverbal behavior when lecturing because it is beneficial to maintain students’ long-term interest in learning. However, it should be noted that the difficulty of learning material should be determined by students’ prior knowledge.

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Section: The Positive Impact Of Instructors' Expressive Nonverbal Beh...mentioning

confidence: 99%

Instructors’ expressive nonverbal behavior hinders learning when learners’ prior knowledge is low

et al. 2022

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show abstract

“…All the studies discussed in this section systematically manipulated teacher nonverbal behavior, either via videotape or live presentation, and assessed student perceptions of the behaviors. Goldberg and Mayerberg (1973) created three videotapes of a female teacher delivering a lesson on drawing. While the verbal content of the lesson remained constant, on each videotape the teacher displayed a different nonverbal behavior pattern-positive, neutral, and negative.…”

Section: Student Perception Of Teacher Nonverbal Behaviormentioning

confidence: 99%

“…The significant effect of negative nonverbal behavior on student performance is analogous to the finding of Bugental and her associates, described earlier, that vocal assertiveness seems to be important in parents' ability to control the behavior of their children. Middleman (1972), using the design and materials employed by Goldberg and Mayerberg (1973), found that black, lower socioeconomic elementary school students were more productive on one of the three drawing tasks administered by a female teacher via videotape when the teacher was nonverbally negative. No difference was found on any task for white students across the three conditions of teacher nonverbal behavior (positive, neutral, or negative).…”

Section: Nonverbal Communication and Teacher Influencementioning

confidence: 99%

“…In laboratory settings, high-inference, semantic differential and Likerttype scales have been used to assess how "pleased" the teacher seemed (Feldman, 1976(Feldman, , 1977Feldman & Donohoe, 1978), how "warm" the teacher was (Gafner, 1977), how much the students liked the teacher (Woolfolk & Woolfolk, 1974;, or how positive the teacher appeared (Goldberg & Mayerberg, 1973;Wass, 1973).…”

Section: Measuring Nonverbal Behaviorsmentioning

confidence: 99%

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