Abstract

Educators typically place much importance on the academic success of their students. However, without learning the appropriate tactics to use on a day to day basis to help students get the most out of their education, a teacher’s desire for student success cannot be realized. One of the tactics a teacher may use is immediacy. This study was designed to examine teachers’ nonverbal immediacy behaviors and their association with levels of student motivation as well as their perceived academic competence. In order to examine if nonverbal immediacy in a teacher’s feedback affects students’ competence and motivation to excel in the classroom, survey research was conducted. The survey given consisted of a variety of different types of questions asking about participants’ perceptions of their professors. These questions asked if the participants’ professors used specific nonverbal cues associated with immediacy. Questions were also asked about the amount of satisfaction with the teacher, amount of motivation, and judgment of one’s own competence. Data analysis on a sample of 102 college students (51 males and 51 females) was conducted. The findings indicated that nonverbal immediacy behaviors performed by teachers are related to the teacher’s ability to instill motivation and competence into their students.

Advisor

Johnson, Michelle

Second Advisor

Wereley, Megan

Department

Communication; Education

Disciplines

Higher Education and Teaching | Interpersonal and Small Group Communication

Publication Date

2014

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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© Copyright 2014 Kyrsten C. Kamlowsky