The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy

Abstract

Instructor nonverbal immediacy has been associated with a range of positive student outcomes, but it is difficult to convey in an online environment. We investigated whether the text-based variable of face threat mitigation (FTM) alone—without the visual cues of nonverbally immediate behaviors—could significantly raise students' motivation and perceptions of instructor credibility. Two hundred seventeen students in a large introductory communication class were randomly assigned to read a high or low-FTM hypothetical scenario and then fill scales assessing their motivation and perceptions of instructor credibility. Students in the high-FTM condition rated the instructor in the scenario as more competent, trustworthy, and caring, and indicated higher state motivation.