Abstract
An examination of the relationship between Teacher Management Communication Style (TMCS) and affective learning revealed that TMCS and affective learning were significantly positively correlated. TMCS and nonverbal immediacy were also positively correlated, as were nonverbal immediacy and affective learning. A multiple linear regression analysis performed on these data showed a substantial multiple correlation (R = .45, F (2, 94) = 11.63, p < .05) between affective learning and both TMCS and nonverbal immediacy. While nonverbal immediacy had a substantial impact on affective learning when controlling for the effect of TMCS, TMCS did not impact affective learning when controlling for the effect of nonverbal immediacy. Finally, higher frequencies of a student's class attendance was associated with increased affective learning, while the number of students enrolled in the class, teacher type, and student age did not impact affective learning.
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