Abstract
The purpose of this study was two-fold: (1) to use the Chinese Teacher Immediacy Scale to examine the relationship between teacher immediacy and affective and cognitive learning, and (2) to investigate which dimension of teacher immediacy was the most effective predictor of affective and cognitive learning in Chinese classrooms. The study suggested three findings: first, teacher immediacy was correlated strongly with affective and cognitive learning in Chinese classrooms; second, all three dimensions of teacher immediacy (personal, relational, and instructional) were effective predictors of affective learning; and third, personal and relational immediacy were found to be effective predictors of cognitive learning, but instructional immediacy was not. Although the three dimensions differed in the magnitude as predictors of affective learning, the differences were found to be nonsignificant.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: 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.