Date of Award
5-1-2014
Degree Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Communication
First Advisor
Mike Allen
Committee Members
Nancy Burrell, Tae-Seop Lim, Lindsay Timmerman, Ed Mabry
Keywords
Affective, Cognitive, Immediacy, Learning, Perception, Retention
Abstract
This investigation tested the relationship and the fit for a causal model between both verbal and nonverbal teacher immediacy behaviors in the classroom and affective learning, cognitive learning, and student success and retention. Data was collected from two distinct populations, a large Midwestern university and a Midwestern community college. Results indicate that both verbal and nonverbal teacher immediacy behaviors independently predict or cause a level of affective learning and cognitive learning, and affective learning predicts or causes cognitive learning, further supporting that path model. Practical implications of these findings are discussed and recommendations for areas of future research development are advanced.
Recommended Citation
Mullane, Rebecca Rae, "Student's Perception of Teacher Immediacy Behaviors on Student Success and Retention" (2014). Theses and Dissertations. 475.
https://dc.uwm.edu/etd/475