A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning
Saved in:
| Title: | A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning |
|---|---|
| Language: | English |
| Authors: | Burroughs, Nancy F. |
| Source: | Communication Education. Oct 2007 56(4):453-475. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 23 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | College Students, Classroom Techniques, Nonverbal Communication, Student Attitudes, Teacher Student Relationship, Undergraduate Students, Higher Education, Academic Achievement, Resistance (Psychology), Compliance (Psychology), Behavior Problems, Questionnaires, Humanistic Education |
| DOI: | 10.1080/03634520701530896 |
| ISSN: | 0363-4523 |
| 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. (Contains 6 tables.) |
| Abstractor: | Author |
| Number of References: | 43 |
| Entry Date: | 2007 |
| Accession Number: | EJ774304 |
| Database: | ERIC |
| 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. (Contains 6 tables.) |
|---|---|
| ISSN: | 0363-4523 |
| DOI: | 10.1080/03634520701530896 |
