Journal ArticleDOI
The Teacher-Student Relationship as an Interpersonal Relationship.
TLDR
In this paper, the authors examined the relationship between students' perceptions of teachers' use of communication skills, immediacy behaviors, motivation and learning, and found that male and female students differ in their perceptions of communication skill and immediacy behaviours in regard to importance, motivation, and learning.Abstract:
Communication skills, as defined by Burleson and Samter (1990), were examined in the teacher‐student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students’ perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship between students’ perceptions of teachers’ use of communication skills, immediacy behaviors, motivation and learning? and (c) do male and female students differ in their perceptions of communication skill and immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted. Study one found that students reported referential skill, ego support, and conflict management as being most important to effective teaching. Study two found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Some sex differences also were found and explored in both study one and two.read more
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I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate
TL;DR: This paper examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate, and found that participants who accessed the Facebook website of a teacher high in selfdisclosure anticipated higher levels of motivation and affective Learning and a more positive classroom climate.
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A meta‐analytical review of the relationship between teacher immediacy and student learning
TL;DR: The authors conducted a meta-analysis of 81 studies examining the relationship between teachers' verbal or nonverbal immediacy (or both) and students' learning outcomes, concluding that teacher immediacy has a substantial relationship with certain attitudes and perceptions of stu...
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Instructor–Student and Student–Student Rapport in the Classroom
TL;DR: The authors examined the relationship between instructors and their students, and between students, to determine their roles in building positive relationships and an overall positive classroom environment, and found that instructor rapport consistently predicted participation, affective learning, and cognitive learning.
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Transactive goal dynamics.
TL;DR: Transactive goal dynamics theory states that relationship partners' goals, pursuit, and outcomes affect each other in a dense network of goal interdependence, ultimately becoming so tightly linked that the 2 partners are most accurately conceptualized as components within a single self-regulating system.
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The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model
TL;DR: This article used meta-analysis to derive correlations between the variables of teacher immediacy, cognitive learning, and affective learning and found that high levels of teacher urgency function as a means of increasing the motivation of a student to learn, and that such motivation increases the cognitive mastery of material.
References
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Some explorations in initial interaction and beyond: toward a developmental theory of interpersonal communication
TL;DR: In this article, the authors provide a theoretical perspective for dealing with the initial entry stage of interpersonal interaction and suggest a set of research priorities for studying the development of interpersonal relationships, concluding with a discussion of some of the problems to be considered if the theory is to be extended beyond the initial stages of interaction.
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Development and use of the ARCS model of instructional design
TL;DR: The ARCS Model as discussed by the authors was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation.
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Handbook on Formative and Summative Evaluation of Student Learning
TL;DR: In Part 1 the senior authors begin the attempt to convey the state of the art, with emphasis upon "mastery learning", formative and summative evaluation, and the two taxonomies produced by Bloom and associates.
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The relationships among teacher immediacy behaviors, student motivation, and learning
TL;DR: This article investigated the relationship between teacher immediacy and student state motivation and the combined impact of these factors on learning and found significant relationships between learning and both immediacy, motivation, and nonverbal immediacy.
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The relationship between verbal teacher immediacy behaviors and student learning
TL;DR: This paper identified a set of verbal teacher immediacy behaviors which similarly relate to increased student learning and found that the impact of these behaviors on learning is coincidentally enhanced as class size increases.