Examining the Correlation between University Students’ Perceived Teacher Immediacy and their Motivation

Dr Tariq Hussain, Dr Asmaa Azeem, Nisar Abid

doi:10.17762/pae.v58i1.1990

Abstract

This descriptive correlational study was intended to explore the relationship between university students’ perceived teacher immediacy and their motivation. 800 students were selected from eight different universities of district Lahore through a multi-stage stratified random sampling method. Out of the selected, 726 participants responded on adapted Verbal Immediacy Behaviors (VIB), Revised Nonverbal Immediacy Measures (RNIM), and Students Motivation Scale (SMS). Independent sample t-tests’ results exhibited no significant gender-based or sector-wise difference in perceived teacher immediacy and motivation level of students. However, the correlational evidence showed a strong correlation between verbal, nonverbal, overall teacher immediacy, and student motivation. Results suggest that teacher immediacy functions as a means of enhancing the motivation of a student, based on this fact, the researchers suggest that content to promote teacher immediacy should be added in teacher education curricula.

Highlights

During the past four decades, research in the area of teacher immediacy gained more attention than other forms of instructional communication
Researchers concluded no significant difference in male and female students’ perceived teacher immediacy and their motivation level
Students enrolled in private sector universities considered that their teachers exhibit more immediacy behaviors than perceived by students enrolled in public sector universities

Summary

Introduction

During the past four decades, research in the area of teacher immediacy gained more attention than other forms of instructional communication. The concept of teacher immediacy was introduced as communication behaviors that “improve closeness and nonverbal contact with another” Andersen’s (1978) study “examined the correlation in teachers’ nonverbal immediacy behaviors and students’ learning outcomes” paving the path for www.psychologyandeducation.net further research into immediacy (Andersen, 1979). Numerous earlier studies concluded that nonverbal communication, perceived as immediacy behaviors, affects the teaching-learning process (Breed, 1971; Kleinfeld, 1973; Woolfolk, 1978). This prompted the systematic exploration of teacher immediacy and student’s learning outcomes

Methods

Results

Discussion

Conclusion