The relationship between nonverbal immediacy, student motivation, and perceived cognitive learning among Japanese college students 1
Bibliographic Data
| ID | 19277184 |
|---|---|
| Authors | Charles B Pribyl (0000-0003-2078-8256, Tokyo Management College), Masahiro Sakamoto (0000-0003-2965-3833, Bunkyo Gakuin University), James A Keaten (University of Northern Colorado) |
| Year | 2004 |
| Volume | 46 |
| Issue | 2 |
| Pages | 73-85 |
| Publication date | 2004-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Japanese Psychological Research (JOURNAL) |
| Journal identifiers | ISSN: 0021-5368 • E-ISSN: 1468-5884 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.0021-5368.2004.00238.x |
| PMID | 15151567 |
| OpenAlex | W2142637198 |
| Language | EN |
| Citations received | 3 |
| References cited | 19 |
Research in the United States has found a strong and consistent relationship between teacher behavior and learning. Data collected from American college students indicate that perceptions of teacher nonverbal immediacy (NVI) are associated with students’ feelings toward learning and perceptions of cognitive learning. The purposes of this study were to accomplish the following: (1) develop standardized Japanese versions of the instruments used to measure teacher nonverbal immediacy, student motivation, and perceived cognitive learning (how much students think they have learned); and (2) assess the relationship between NVI, student motivation, and perceptions of cognitive learning among Japanese college students. Results note that Japanese students report (1) a positive relationship between reported levels of teacher NVI and student motivation; (2) a negative relationship between reported levels of teacher NVI and perceived learning loss; and (3) a negative relationship between student motivation (SM) and perceived learning loss (how much students think they did not learn with their teacher compared to an ideal teacher). Further, cross‐cultural comparisons between Japanese and American students were conducted. Results from the cross‐cultural comparison suggest that the relationships between reported teacher nonverbal immediacy, student motivation, and learning loss among Japanese college students are similar to those found among American college students, but the dimensional structure of the questionnaires was different
Cognition · Developmental psychology · Feeling · Immediacy · Nonverbal communication · Perception · Communication in Education and Healthcare · Online and Blended Learning · Psychology · Social Psychology
Field methods in cross-cultural research
Methods and Data Analysis for Cross-Cultural Research
The relationships among teacher immediacy behaviors, student motivation, and learning
The relationship between verbal teacher immediacy behaviors and student learning
Social desirability scales
Teacher Immediacy as a Predictor of Teaching Effectiveness
The Relationship Between Selected Immediacy Behaviors and Cognitive Learning
Communication apprehension in Japan
The Japanese Educational Challenge
Cross-cultural examination of the semantic dimensions of body postures
| Citations per year | 0.18 |
|---|---|
| Citation span | 2009 - 2011 (3) |
| Highly cited | No |