Abstract
Abstract Instructor communication behaviors and student motivation to learn relationships were studied at a small liberal arts university. Specifically, relationships between instructor nonverbal immediacy, verbal immediacy behaviors and student motivation to learn were measured. Only instructor verbal immediacy behaviors had a significant linear regression relationship result with student motivation to learn. These results from a small liberal arts university are discussed in reference to previous research that measured these variables primarily at research universities. The results and implications are addressed for instructors and administrators.
Highlights
Higher education institutions play a large role in our society
This study was intended to investigate relationships between instructor verbal immediacy and instructor nonverbal immediacy behaviors and student motivation to learn from a small liberal arts university
The results indicated a positive relationship between instructor verbal immediacy behaviors and student motivation to learn
Summary
Higher education institutions play a large role in our society. It is not possible for one type of institution to fulfill all of society’s needs. Different types of higher education institutions are needed to meet the varying demands of our society. One such higher education institution is a small liberal arts university. Understanding instructional behaviors at small liberal arts universities can help improve that type of institution. Instructor immediacy behaviors are those that communicate approachability (Mehrabian, 1971). The purpose of this study is to better understand associations of instructor immediacy behaviors, nonverbal and verbal, and student motivation to learn at a small liberal arts university
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