Students' Intent to Persist in College: Moderating the Negative Effects of Receiver Apprehension with Instructor Credibility and Nonverbal Immediacy

Abstract

In this study, we examined the extent to which perceptions of instructors' communication characteristics positively impacted students' intentions to persist in college until graduation. For the 621 participants currently enrolled in college, receiver apprehension (RA) was inversely associated with intent to persist, while perceptions of both instructor credibility and nonverbal immediacy were positively associated with intent to persist. Moreover, both credibility and immediacy interacted to moderate the negative effects of RA on attitudes about persistence. Hierarchical regression analysis produced three significant two-way interactions between RA and immediacy, RA and credibility, and immediacy and credibility. The model accounted for 30% of the total variance in students' intent to persist. Theoretical and pedagogical implications of these findings are discussed.