Abstract
This study investigated the impact of teachers’ use of immediacy behaviors on students’ reported motivation to study over the course of a semester. Students’ state and trait motivation to study for a class was measured at three points during a semester. Reports of teachers’ use of verbal and nonverbal immediacy were collected at two points in a semester. It was hypothesized that not all students would respond similarly to a teacher low in immediacy. Support was found for this hypothesis. Students beginning the semester with either low or moderate state motivation to study were found to have increased levels of motivation later in the semester when exposed to a highly immediate teacher. Students beginning the semester with high motivation maintained high motivation regardless of the level of immediacy they reported their teacher of having.
Published Version
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