Keywords

Immediacy, motivation, learning

Abstract

This study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction effects of instructor immediacy and student trait motivation on student state motivation and cognitive learning. A main effect of instructor nonverbal immediacy on student state motivation and cognitive learning was found to be statistically significant. Further exploratory research did not yield statistical significance for a main effect of trait motivation, as measured by need for cognition, on student state motivation and cognitive learning, nor an interaction effect of immediacy and trait motivation on both state motivation and cognitive learning.

Notes

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Graduation Date

2009

Advisor

Hastings, Sally

Degree

Master of Arts (M.A.)

College

College of Sciences

Department

Nicholson School of Communication

Degree Program

Communication

Format

application/pdf

Identifier

CFE0002785

URL

http://purl.fcla.edu/fcla/etd/CFE0002785

Language

English

Release Date

September 2009

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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Included in

Communication Commons

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