The relationship between nonverbal immediacy, student motivation, and perceived cognitive learning among Japanese college students¹

Abstract

Research in the United States has found a strong and consistent relationship between teacher behavior and learning. Data collected from American college students indicate that perceptions of teacher nonverbal immediacy (NVI) are associated with students' feelings toward learning and perceptions of cognitive learning. The purposes of this study were to accomplish the following: (1) develop standardized Japanese versions of the instruments used to measure teacher nonverbal immediacy, student motivation, and perceived cognitive learning (how much students think they have learned); and (2) assess the relationship between NVI, student motivation, and perceptions of cognitive learning among Japanese college students. Results note that Japanese students report (1) a positive relationship between reported levels of teacher NVI and student motivation; (2) a negative relationship between reported levels of teacher NVI and perceived learning loss; and (3) a negative relationship between student motivation (SM) and perceived learning loss (how much students think they did not learn with their teacher compared to an ideal teacher). Further, crosscultural comparisons between Japanese and American students were conducted. Results from the cross-cultural comparison suggest that the relationships between reported teacher nonverbal immediacy, student motivation, and learning loss among Japanese college students are similar to those found among American college students, but the dimensional structure of the questionnaires was different.

Higher Education: Handbook of Theory and Research

“…The first question concerned cross cultural differences in NV conduct, wondering whether findings on teacher immediacy obtained in the USA can be generalized to other cultures. Questions were raised about the stability of the relationship between teacher immediacy and educational outcomes, about cross cultural differences in absolute levels of teacher immediacy (as a function of cultural norms and expectations about expressivity), and about inter-cultural teacher-student interaction in American education (See McCroskey et al, 1996, who compared teacher immediacy in Australia, Finland, Puerto Rico and the USA; Neulip, 1997, andPribyl, Sakamoto, andKeaten, 2004, who compared Japan to the USA; Myers, Zhong, and Guan, 1998, who compared the USA and China; Roach and Byrne, 2001, who compared Germany and the USA; and Johnson and Miller, 2002, who compared Kenya and the USA). Without going into the details of those studies, tentative conclusions claimed consistency across cultures in the pattern of relationship between teacher immediacy and educational outcomes; showed cultural differences in absolute levels of immediacy; and indicated that unique combinations due to different cultural expectations might be expected.…”

Inovasi dalam Pembelajaran Pendidikan Islam: Efektivitas Penggunaan Fun Card sebagai Media Pembelajaran dalam Meningkatkan Motivasi Belajar, Keaktifan Diri, dan Hasil Belajar Peserta Didik

“…Peserta didik bebas membuatnya dengan berbagai bentuk dan warna dengan semenarik mungkin, sesuai dengan daya kreativitas masing-masing peserta didik. Dalam kartu-kartu tersebut berisi ringkasan materi pembelajaran yang menjadi indikator pencapaian kompetensi peserta didik setelah mengikuti proses pembelajaran (Pribyl, Sakamoto & Keaten, 2004;Ali, 2006;Ghufron, 2008;Suprijono, 2010;dan Widianingrum, 2014 Pendidikan Keagamaan (Setneg RI, 2005;dan Setneg RI, 2015); disertai dengan teori dan konsep pendidikan, baik secara umum maupun khusus, dalam perspektif Islam untuk memposisikan bahwa pendidikan agama, dalam hal ini PAI (Pendidikan Agama Islam) amat kokoh secara filosofiskonstitusional, secara legal, dan secara teoritik konseptual, baik dari perspektif ilmu pendidikan maupun dari perspektif pendidikan menurut Islam (cf Mahmud & Yaacob, 2007;dan Safroni, 2013).…”

Faculty behaviors predicting student satisfaction: A self-determination approach using basic psychological needs and academic motivation

“…The self-determination theory model is one that relies on indirect effects: the environment predicts outcomes, but this is because the environment predicts needs, needs predict motivation, and motivation predicts outcomes. There is evidence supporting the hypothesis that the relation between supportive faculty behaviors and academic outcomes is mediated by variables including instructor credibility (Wheeless, Witt, Maresh, Bryand, & Schrodt, 2011) and academic motivation (Fallah, 2014, Pribyl, Sakamoto, & Keaten, 2004.…”