Why nonverbal immediacy matters: A motivation explanation. Issue 5 (20th October 2019)

• Record Type: Journal Article
• Authors: Frymier, Ann Bainbridge; Goldman, Zachary W.; Claus, Christopher J.
• Is Part Of: Communication quarterly. Volume 67:Issue 5(2019)
• Page Start: 526
• Page End: 539
• Publication Date: 2019-10-20
• Subjects: Immediacy -- Intrinsic Motivation -- Learning -- Needs -- Self-Determination Theory; Communication -- Periodicals; 302.205
• DOI: 10.1080/01463373.2019.1668442
• Languages: English
• ISSNs: 0146-3373

Abstract

Abstract : Instructional communication behaviors have been routinely associated with student learning outcomes for the past 40 years; however, the explanations for why these relationships exist remain somewhat controversial. Specifically, the relationship between immediacy and learning outcomes continues to be disputed. This study used Self-Determination Theory to evaluate the utility of students' need for relatedness and their intrinsic motivation to learn as sequential mediators of the teacher immediacy-student learning relationships. Results of a structural equation model supported the theory's hypothesis, as relatedness and intrinsic motivation to learn operated in serial to mediate the immediacy-learning relationship. These results indicate Self-Determination Theory is a well-suited framework for explaining the relationship between instructors' communicative behaviors (e.g., immediacy) and their effects on student outcomes.