All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

A Meta-Analytical Review of the Relationship between Teacher Immediacy and Student Learning
Unformatted Document Text:  Immediacy and Learning Meta-Analysis 39 .540 .600 . . . . AL Roach & Byrne Germany 2001 77 .380 .478 . . . . PL .430 .508 . . . . AL Robinson 1994 536 .530 .598 . . . . AL Rodriguez et al. 1996 224 .450 .634 . . . . PL .660 .735 . . . . AL Sanders & Wiseman White 1990 625 . . . . .550 .744 PL . . . . .540 .581 AL Sanders & Wiseman Asian 1990 134 . . . . .570 .771 PL . . . . .520 .553 AL Sanders & Wiseman Hispanic 1990 135 . . . . .550 .744 PL . . . . .550 .595 AL Sanders & Wiseman Black 1990 35 . . . . .500 .677 PL . . . . .530 .564 AL Schaller 1993 557 . . . . .520 .698 PL . . . . .690 .759 AL Shaw 1988 100 .265 .290 . . . . PL .170 .181 . . . . AL Sorensen Study 2 1989 451 .650 .681 . . . . AL Teven 1998 249 .470 .654 . . . . PL .480 .526 . . . . AL Thompson U.S. 1992 893 .440 .652 .380 .552 . . PL .480 .568 520 .603 . . AL Thompson Puerto Rico 1992 125 .195 .328 .395 .581 . . PL .340 .457 .470 .552 AL Thompson Finland 1992 296 .385 .546 .320 .456 . . PL .480 .543 .400 .456 . . AL Thompson Hungary 1992 186 .045 .081 .090 .220 . . PL .220 .334 .190 .399 . . AL Titsworth 2001 223 . . . . .100 .121 CL Witt Study 2 1997 64 .285 .316 . . . . AL Witt & Wheeless 2001 347 .090 .129 .000 .000 . . PL .180 .213 .000 .000 . . CL .510 .608 .010 .012 . . AL 1 The designation r denotes actual reported correlations or correlations derived from reported statistics. The designation r’ denotes effects after correcting for error due to attenuated measurement and (in four cases) dichotomizing or trichotomizing continuous immediacy data for the purpose of analysis. 2 Types of Learning: PL = Perceived Learning (1-item Perceived Learning measure, 2-item Learning Loss measure, or other measures of perceived learning) CL = Cognitive Learning (recall or recognition test, exam or course grades) AL = Affective Learning (Affective Learning Scale, including behavioral predisposition, or other affective learning measures)

Authors: Witt, Paul., Wheeless, Lawrence. and Allen, Mike.
first   previous   Page 39 of 41   next   last



background image
Immediacy and Learning Meta-Analysis 39
.540 .600 .
.
.
.
AL
Roach & Byrne Germany
2001
77 .380
.478
.
.
.
.
PL
.430 .508 .
.
.
.
AL
Robinson
1994
536 .530
.598
.
.
.
.
AL
Rodriguez et al.
1996
224 .450
.634
.
.
.
.
PL
.660 .735 .
.
.
.
AL
Sanders & Wiseman White
1990
625 .
.
.
.
.550
.744
PL
.
.
.
.
.540 .581
AL
Sanders & Wiseman Asian
1990
134 .
.
.
.
.570
.771
PL
.
.
.
.
.520 .553
AL
Sanders & Wiseman Hispanic
1990
135 .
.
.
.
.550
.744
PL
.
.
.
.
.550 .595
AL
Sanders & Wiseman Black
1990
35 .
.
.
.
.500
.677
PL
.
.
.
.
.530 .564
AL
Schaller
1993
557 .
.
.
.
.520
.698
PL
.
.
.
.
.690 .759
AL
Shaw
1988
100 .265
.290
.
.
.
.
PL
.170 .181 .
.
.
.
AL
Sorensen Study 2
1989
451 .650
.681
.
.
.
.
AL
Teven
1998
249 .470
.654
.
.
.
.
PL
.480 .526 .
.
.
.
AL
Thompson U.S.
1992
893 .440
.652
.380
.552
.
.
PL
.480 .568 520 .603 .
.
AL
Thompson Puerto Rico
1992
125 .195
.328
.395
.581
.
.
PL
.340 .457 .470 .552
AL
Thompson Finland
1992
296 .385
.546
.320
.456
.
.
PL
.480 .543 .400 .456 .
.
AL
Thompson Hungary
1992
186 .045
.081
.090
.220
.
.
PL
.220 .334 .190 .399 .
.
AL
Titsworth
2001
223 .
.
.
.
.100
.121
CL
Witt Study 2
1997
64 .285
.316
.
.
.
.
AL
Witt & Wheeless
2001
347 .090
.129
.000
.000
.
.
PL
.180 .213 .000 .000 .
.
CL
.510 .608 .010 .012 .
.
AL
1
The designation r denotes actual reported correlations or correlations derived from reported
statistics. The designation r’ denotes effects after correcting for error due to attenuated
measurement and (in four cases) dichotomizing or trichotomizing continuous immediacy data for
the purpose of analysis.
2
Types
of
Learning:
PL = Perceived Learning (1-item Perceived Learning measure, 2-item Learning Loss
measure, or other measures of perceived learning)
CL = Cognitive Learning (recall or recognition test, exam or course grades)
AL = Affective Learning (Affective Learning Scale, including behavioral predisposition,
or other affective learning measures)


Convention
All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 39 of 41   next   last

©2012 All Academic, Inc.