Abstract
This study examined the attendance behaviors of undergraduate students. Much of the existing literature had focusesd on student variables in determining attendance in the classroom. In the present study, the focus was on students' perceptions of instructor behaviors instead. Students completed questionnaires and reported their own attendance in class, as well as their perceptions of their instructor's nonverbal immediacy and verbal aggression. Results indicated that perceived teacher immediacy was positively related to student attendance in class, whereas perceived instructor verbal aggressiveness was inversely related to attendance. This study implies that teachers have the power to improve student attendance patterns by altering certain of their communicative behaviors.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
