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
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
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)
STARS Citation
Kalish, Sabrina, "Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning" (2009). Electronic Theses and Dissertations. 4163.
https://stars.library.ucf.edu/etd/4163