Why nonverbal immediacy matters: A motivation explanation

Frymier, Ann Bainbridge; Goldman, Zachary W.; Claus, Christopher

doi:10.1080/01463373.2019.1668442

Cited by 31 publications

(35 citation statements)

References 27 publications

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“…While research has substantiated that teacher immediacy has numerous positive effects on teachers (e.g., Teven and Hanson, 2004;Santilli et al, 2011;Kelly and Westerman, 2014;Lybarger et al, 2017;Kalat et al, 2018;Frymier et al, 2019;Nayernia et al, 2020), the results indicate that the effects may also apply to their students. One of the most outstanding results is that there was some indication that teacher immediacy is tied with increased student motivation.…”

Section: Main Findingsmentioning

confidence: 95%

Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation

Liu

2021

Front. Psychol.

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In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. Hence, the aim of the present study was to systematically review the available literature on different types of teacher immediacy and student motivation. Some common databases were searched and 30 eligible manuscripts were identified. With regard to the key features of the included studies, the review's findings were categorized into different sections, namely “the measures of teacher immediacy employed,” “the measures of student motivation employed,” “designs,” and “educational contexts”. The main findings of the studies were also discussed. The reviewed studies pointed to positive associations between teacher immediacy and student motivation. Finally, limitations of the included studies are discussed and some practical directions for further research are offered, accordingly.

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Section: Main Findingsmentioning

confidence: 95%

Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation

Liu

2021

Front. Psychol.

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“…Instead, even the identity of a teacher is co-constructed by the interactions that he/she has with his/her pupils and colleagues let alone other aspects (Beijaard et al, 2004). Many studies provided evidence for this mutual relationship and pinpointed that engagement, achievement, wellbeing, motivation, success, hope, and so forth of students are correlated with the interpersonal communication behaviors of teachers (Frymier et al, 2019;Derakhshan, 2021;Pishghadam et al, 2021).…”

Section: Empirical Studies: a Cursory Glancementioning

confidence: 99%

A Functional Review of Research on Clarity, Immediacy, and Credibility of Teachers and Their Impacts on Motivation and Engagement of Students

Zheng

2021

Front. Psychol.

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The interpersonal communication behaviors of teachers have been substantiated to affect motivation, engagement, and success of students in the academic arena. Aiming to provide a systematic review of some teacher-related constructs in this domain, the present article was a bid to explain the crucial pillars of clarity, credibility, and immediacy of teachers in juxtaposition with theories and models of motivation and engagement of students. More particularly, this article presents some theoretical underpinnings to justify its claims using the ideas of positive psychology, the broaden-and-build theory, the rhetorical/relational goal theory, social cognitive theory, the attachment theory, some popular motivational theories, and the engagement theory. These theories signify the importance of clarity, credibility, and immediacy of teachers in the classroom and depict their association and impact on motivation and engagement of students. Later, the arguments are defended through a quick glance at the available empirical studies on each of the constructs. Afterward, the findings and implications of this review article are discussed. Finally, research gaps and future directions are presented for avid researchers to make new explorations.

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“…In face to face classroom contexts students have the benefit of teacher immediacy, and teachers get visual feedback from expressions, questions and attention levels of students they can observe (Frymier, Goldman, & Claus, 2019). All of this is missing from distance education.…”

Section: The Promise and Peril Of Learning Analytics In Distance Educmentioning

confidence: 99%

A Critical look at Educational Technology from a Distance Education Perspective

Anderson

Rivera-Vargas

2020

DER

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This article focuses on educational technology as applied in the context of programs and institutions that offer completely distance education courses. All education in the 21st century is digital education in that the use of networking, text and image creation and editing and search and retrieval of information punctuates the life of almost every teacher and student. However, the context of distance educationwhere all the interactions are mediated, creates a unique and heightened context of digitalization. This paper focuses on two questions: (1) What aspects have not been completely satisfactory in the transit and transformation that education has undergone, from its more traditional, campus-based conception, towards its new configuration marked by the continuous use of digital technologies and environments? (2) What are the future challenges that distance education must deal with to support sustainability of this teaching model? From a theoretical and interpretative analysis, based on the review of relevant articles and documents on distance education, some critical dimensions (limitations, shortcomings and future challenges) the use of digital technologies in distance education is identified and subsequently analyzed. These dimensions evidence how the initial (sometimes excessive) promises of digital technologies in distance education has not (yet) been fully reflected in reality.

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Why nonverbal immediacy matters: A motivation explanation

Cited by 31 publications

References 27 publications

Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation

Does Teacher Immediacy Affect Students? A Systematic Review of the Association Between Teacher Verbal and Non-verbal Immediacy and Student Motivation

A Functional Review of Research on Clarity, Immediacy, and Credibility of Teachers and Their Impacts on Motivation and Engagement of Students

A Critical look at Educational Technology from a Distance Education Perspective

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