Abstract
This study explored the relationships between instructors' views of their own nonverbal immediacy, confirmation, and caring behaviors, as well as their trait communication apprehension (CA), with their perceptions of their students' nonverbal responsiveness. Results indicated significant, positive relationships among instructors' perceptions of their nonverbal immediacy, confirmation, caring, and perceived student nonverbal responsiveness in the classroom. In addition, a negative relationship was found between instructors' perceptions of their CA and perceived student nonverbal responsiveness.
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