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A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning
Unformatted Document Text:  Immediacy and Learning Meta-Analysis 27 Chesebro, J. L., & McCroskey, J. C. (2000). The relationship between students’ reports of learning and their actual recall of lecture material: A validity test. Communication Education, 49, 297-301. *Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59-68. *Christensen, L. J., & Menzel, K. E. (1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning. Communication Education, 47, 82-90. *Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation and learning. Communication Education, 39, 323-340. Christophel, D. M., & Gorham, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292-305. *Comstock, J., Rowell, E., & Bowers, J. W. (1995). Food for thought: Teacher nonverbal immediacy, student learning, and curvilinearity. Communication Education, 44, 251-266. Daniel, T. R. (2000). Determining the impact of nonverbal immediacy on cognitive learning and affective perceptions in a post-secondary technical learning environment. Unpublished doctoral dissertation, Oklahoma State University. *Farren, P. (1992). Nonverbal teacher immediacy training in the classroom and its effects on learning. Unpublished master’s thesis, San Diego University, CA.

Authors: Witt, Paul., Wheeless, Lawrence. and Allen, Mike.
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Immediacy and Learning Meta-Analysis 27
Chesebro, J. L., & McCroskey, J. C. (2000). The relationship between students’ reports of
learning and their actual recall of lecture material: A validity test. Communication Education, 49,
297-301.
*Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and
immediacy with student state receiver apprehension, affect, and cognitive learning.
Communication Education, 50, 59-68.
*Christensen, L. J., & Menzel, K. E. (1998). The linear relationship between student
reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive,
affective, and behavioral learning. Communication Education, 47, 82-90.
*Christophel, D. M. (1990). The relationships among teacher immediacy behaviors,
student motivation and learning. Communication Education, 39, 323-340.
Christophel, D. M., & Gorham, J. (1995). A test-retest analysis of student motivation,
teacher immediacy, and perceived sources of motivation and demotivation in college classes.
Communication Education, 44, 292-305.
*Comstock, J., Rowell, E., & Bowers, J. W. (1995). Food for thought: Teacher nonverbal
immediacy, student learning, and curvilinearity. Communication Education, 44, 251-266.
Daniel, T. R. (2000). Determining the impact of nonverbal immediacy on cognitive
learning and affective perceptions in a post-secondary technical learning environment.
Unpublished doctoral dissertation, Oklahoma State University.
*Farren, P. (1992). Nonverbal teacher immediacy training in the classroom and its effects
on learning. Unpublished master’s thesis, San Diego University, CA.


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