Immediacy, motivation, learning
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.
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Master of Arts (M.A.)
College of Sciences
Nicholson School of Communication
Length of Campus-only Access
Masters Thesis (Open Access)
Kalish, Sabrina, "Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning" (2009). Electronic Theses and Dissertations, 2004-2019. 4163.