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A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning

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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: PDF
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
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  Data: A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning
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  Data: 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
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  Data: 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.)
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      – SubjectFull: Humanistic Education
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