A cross-cultural test of immediacy-learning models in Chinese classrooms

Communication Education

Volumn 55, Issue 3, 2006, Pages 313-330

  Zhang, Qin ^a   Oetzel, John G ^b  

^a FAIRFIELD UNIVERSITY   (United States)

^b UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

China; Cross Cultural Test; Immediacy Learning Relationship; Learning Models

Indexed keywords

EID: 33745531007     PISSN: 03634523     EISSN: 14795795     Source Type: Journal    
DOI: 10.1080/03634520600748599     Document Type: Article

References (55)

1. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
2. Allen, M., Witt, P. L., & Wheeless, L. R. (2006). The role of teacher immediacy as a motivational factor in student learning: Using meta-analysis to test a causal model. Communication Education, 55, 21-31.
3. Andersen, J. F. (1979). Teacher immediacy as a predictor of teacher effectiveness. Communication Yearbook, 3, 543-559.
4. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
5. Biggs, J. B., & Watkins, D. A. (2001). Insights into teaching the Chinese learner. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 277-298). Hong Kong: Comparative Education Research Center.
6. Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: David McKay.
7. Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
8. Booth-Butterfield, M., & Noguchi, T. (2000). Students' perceptions of teachers' nonverbal behavior: Comparison of American and international students' classroom response. Communication Research Reports, 17, 288-298.
9. Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18, 200-215.
10. Brophy, J. (1987). On motivating students. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers: A festschrift for N. L. Gage (pp. 201-245). New York: Random House.
11. Burgoon, J. K. (1978). A communication model of personal space violations: Explication and an initial test. Human Communication Research, 4, 129-142.
12. Burgoon, J. K. (1995). Cross-cultural and intercultural applications of expectancy violations theory. In R. L. Wiseman (Ed.), Intercultural communication theory (pp. 194-215). Thousand Oaks, CA: Sage.
13. China Daily. (2004, May 19). IMF: China's GDP ranks No.7. Retrieved January 17, 2006, from http://www.chinadaily.com.cn/english/doc/2004-05/19/ content_332004.htm
14. Christensen, L. J., & Menzel, K. E. (1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning. Communication Education, 47, 82-90.
15. Christophel, D., & Gorham, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292-306.
16. Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340.
17. Comstock, J., Rowell, E., & Bowers, J. W. (1995). Food for thought: teacher nonverbal immediacy, student learning, and curvilinearity. Communication Education, 44, 251-266.
18. Frymier, A. B. (1994). A model of immediacy in the classroom. Communication Quarterly, 42, 133-144.
19. Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40-53.
20. Hess, J. A., & Smythe, M. J. (2001). Is teacher immediacy actually related to student cognitive learning? Communication Studies, 52, 197-219.
21. Ho, I. T. (2001). Are Chinese teachers authoritarian? In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 99-114). Hong Kong: Comparative Education Research Center.
22. Kline, R. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford.
23. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of education objectives: Handbook II. Affective domain. New York: David McKay.
24. Lu, S. (1997). Culture and compliance-gaining in the classroom: A preliminary investigation of Chinese college teachers' use of behavior alteration techniques. Communication Education, 46, 10-28.
25. Mancini, J. A., & Marek, L. I. (2004). Sustaining community-based programs for families: Conceptualization and measurement. Family Relations, 53, 339-347.
26. Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
27. McCroskey, J. C., Fayer, J. M., Richmond, V. P., Sallinen, A., & Barradough, R. A. (1996). A multi-cultural examination of the relationship between nonverbal immediacy and affective learning. Communication Quarterly, 44, 297-307.
28. McCroskey, J. C., Sallinen, A., Fayer, J. M., Richmond, V. P., & Barraclough, R. A. (1996). Nonverbal immediacy and cognitive learning: A cross-cultural investigation. Communication Education, 4, 200-211.
29. Mehrabian, A. (1966). Immediacy: An indicator of attitudes in linguistic communication. Journal of Personality, 34, 26-34.
30. Mehrabian, A. (1967). Orientation behaviors and nonverbal attitude communication. Journal of Communication, 17, 324-332.
31. Mehrabian, A. (1969). Attitudes inferred from non-immediacy of verbal communications. Journal of Verbal Learning & Verbal Behavior, 6, 294-295.
32. Mehrabian, A. (1972). Nonverbal communication. Chicago: Aldine-Atherton.
33. Moore, A., Masterson, J. T., Christophel, D. M., & Shea, K. A. (1996). College teacher immediacy and student ratings of instruction. Communication Education, 45, 29-39.
34. Mottet, T. P., & Beebe, S. A. (2006). Foundations of instructional communication. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication: Rhetorical and relational perspectives (pp. 3-32). Boston: Allyn & Bacon.
35. Myers, S. A., Zhong, M., & Guan, S. (1998). Instructor immediacy in the Chinese college classroom. Communication Studies, 49, 240-254.
36. Neuliep, J. W. (1997). A cross-cultural comparison of teacher immediacy in American and Japanese college classrooms. Communication Research, 24, 431-451.
37. Open Doors. (2005, November 14). OD 2005: International Students in the US. Retrieved January 17, 2006, from http://opendoors.iienetwork.org
38. Plax, T. G., Kearney, P., McCroskey, J. C., & Richmond, V. P. (1986). Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning. Communication Education, 35, 43-55.
39. Powell, R. G., & Harville, B. (1990). The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment. Communication Education, 39, 369-379.
40. Rencher, A. (1995). Methods of multivariate analysis. New York: Wiley.
41. Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.
42. Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987). The relationship between selected immediacy behaviors and cognitive learning. Communication Yearbook, 10, 574-590.
43. Richmond, V. P., McCroskey, J. C., & Johnson, A. D. (2003). Development of the nonverbal immediacy scale (NIS): Measures of self-and other-perceived nonverbal immediacy. Communication Quarterly, 51, 504-517.
44. Rodríguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45, 293-305.
45. Rogers, E. M. (1999). Georg Simmel's concept of the stranger and intercultural communication research. Communication Theory, 9, 58-74.
46. Sanders, J. A., & Wiseman, R. L. (1990). The effects of verbal and nonverbal teacher immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom. Communication Education, 39, 341-353.
47. Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184-207.
48. Wlodkowski, R. J. (1978). Motivation and teaching: A practical guide. Washington, DC: National Education Association.
49. Wlodkowski, R. J. (1985). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. San Francisco: Jossey-Bass.
50. Zhang, Q. (2005a). Immediacy, humor, power distance and classroom communication apprehension in Chinese college classrooms. Communication Quarterly, 53, 109-124.
51. Zhang, Q. (2005b). Teacher immediacy and classroom communication apprehension: A cross-cultural investigation. Journal of Intercultural Communication Research, 34, 50-64.
52. Zhang, Q. (2006). Immediacy and out-of-class communication: A cross-cultural comparison. International Journal of Intercultural Relations, 30, 33-50.
53. Zhang, Q., & Oetzel, J. G. (2006). Constructing and validating a teacher immediacy scale: A Chinese perspective. Communication Education, 55, 218-241.
54. Zhang, Q., & Zhang, J. (2005). Teacher clarity: Effects on classroom communication apprehension, student motivation, and learning in Chinese college classrooms. Journal of Intercultural Communication Research, 34, 255-266.
55. Zhang, Q., & Zhang, J. (in press). Dimensions of teacher immediacy as predictors of student learning: A Chinese perspective. Communication Research Reports.