The impact of instructor decision authority and verbal and nonverbal immediacy on Korean student satisfaction in the US and South Korea

Communication Education

Volumn 58, Issue 2, 2009, Pages 189-212

  Park, Hee Sun ^a   Lee, Seungcheol Austin ^b   Yun, Doshik ^b   Kim, Wonsun ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

Expectancy Violation; Immediacy; Instructor Decision Authority; International Students; Korea; USA

Indexed keywords

EID: 70449589226     PISSN: 03634523     EISSN: 14795795     Source Type: Journal    
DOI: 10.1080/03634520802450531     Document Type: Article

References (61)

1. Andersen, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. In D. Nimmo (Ed.), Communication yearbook 3 (pp. 543-559). New Brunswick, NJ: Transaction Books.
2. Biggs, J. B. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: Some comparative studies. Education Research Journal, 6, 27-39.
3. Bradac, J. J., Bowers, J. W., & Courtright, J. A. (1979). Three language variables in communication research: Intensity, immediacy, and diversity. Human Communication Research, 5, 257-269.
4. Burgoon, J. K., & Hale, J. L. (1988). Nonverbal expectancy violations: Model elaboration and application to immediacy behaviors. Communication Monographs, 55, 58-79.
5. Burgoon, J. K., & Hubbard, A. S. E. (2005). Cross-cultural and intercultural applications of expectancy violations theory and interaction adaptation theory. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 149-171). Thousand Oaks, CA: Sage.
6. Burgoon, J. K., Le Poire, B. A., & Rosenthal, R. (1995). Effects of preinteraction expectancies and target communication on perceiver reciprocity and compensation in dyadic interaction. Journal of Experimental Social Psychology, 31, 287-321.
7. Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340.
8. Chung, T. (1998). Education in China through Indian eyes. In S. Bhattacharya (Ed.), The contested terrain: Perspectives on education in India (pp. 380-409). New Delhi: Orient Longman.
9. Conville, R. (1975). Linguistic nonimmediacy and self-presentation. Journal of Psychology, 90, 219-227.
10. Elias, S. M., & Mace, B. L. (2005). Social power in the classroom: Student attributions for compliance. Journal of Applied Social Psychology, 35, 1738-1754.
11. Frymier, A. B. (2005). Students' classroom communication effectiveness. Communication Quarterly, 53,197-212.
12. Gigliotti, R. J. (1987). Are they getting what they expect? Teaching Sociology, 15, 365-375.
13. Gorham, J. S. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40-53.
14. Gorham, J. S., & Christophel, D. M. (1990). The relationship of teachers' use of humor in the classroom to immediacy and student learning. Communication Education, 39, 46-62.
15. Gudykunst, W. B., & Nishida, T. (1986). Attributional confidence in low-and high-context cultures. Human Communication Research, 12, 525-549.
16. Hall, E. T. (1976). Beyond culture. Garden City, NY: Anchor Press/Doubleday.
17. Hess, U., Blairy, S., & Kleck, R. E. (2000). The influence of facial emotion displays, gender, and ethnicity on judgments of dominance and affiliation. Journal of Nonverbal Behavior, 24, 265-283.
18. Ho, D. Y., Peng, S., & Chan, S. F. (2001). Authority and learning in Confucian-heritage education: A relational methodological analysis. In C. Y. Chiu, F. Salili, F. Salili, & Y. Y. Hong (Eds.), Multiple competencies and self-regulated learning: Implications for multicultural education (pp. 29-47). Greenwich, CT: Information Age Pub.
19. Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd edn). Thousand Oaks, CA: Sage.
20. Houser, M. L. (2006). Expectancy violations of instructor communication as predictors of motivation and learning: A comparison of traditional and nontraditional students. Communication Quarterly, 54, 331-349.
21. Institute of International Education. (2007, November 12). Open doors report. Retrieved January 30, 2008, from http://opendoors.iienetwork.org/
22. Johnson, S. D., & Miller, A. N. (2002). A cross-cultural study of immediacy, credibility, and learning in the U.S. and Kenya. Communication Education, 51, 280-292.
23. Kearney, P., Plax, T. G., Richmond, V. P., & McCroskey, J. C. (1984). Power in the classroom IV: Teacher communication techniques as alternatives to discipline. In R. Bostrom (Ed.), Communication Yearbook 8 (pp. 724-746). Beverly Hills, CA: Sage.
24. Kearney, P., Plax, T. G., Richmond, V. P., & McCroskey, J. C. (1985). Power in the classroom III: Teacher communication techniques and messages. Communication Education, 34, 19-28.
25. Kougiomtzis, K., & Patriksson, G. (2007). Framing physical education in Greek and Swedish schools. International Journal of Physical Education, 44, 106-116.
26. Lannutti, P. J., Laliker, M., & Hale, J. L. (2001). Violations of expectations and social-sexual communication in student/professor interactions. Communication Education, 50, 69-82.
27. Leung, F. K. S. (2005). Some characteristics of East Asian mathematics classrooms based on data from the TIMSS 1999 video study. Educational Studies in Mathematics, 60, 199-215.
28. Liberman, K. (1994). Asian student perspectives on American university instruction. International Journal of Intercultural Relations, 18, 173-192.
29. Lin, J. G., & Yi, J. K. (1997). Asian international students' adjustment issues and program suggestions. College Student Journal, 31, 473-479.
30. 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.
31. McCroskey, J. C., Valencic, K. M., & Richmond, V. P. (2004). Toward a general model of instructional communication. Communication Quarterly, 52, 197-210.
32. McCroskey, J. C., Richmond, V. P., Plax, T. G., & Kearney, P. (1985). Power in the classroom V: Behavior alteration techniques, communication training and learning. Communication Education, 34, 214-226.
33. McCroskey, J. C., Richmond, V. P., Sallinen, A., Fayer, J. M., & Barraclough, R. A. (1995). A cross-cultural and multi-behavioral analysis of the relationship between nonverbal immediacy and teacher evaluation. Communication Education, 44, 281-291.
34. McPherson, M. B., & Liang, Y. (2007). Students' reactions to teachers' management of compulsive communicators. Communication Education, 56, 18-33.
35. McPherson, M. B., Kearney, P., & Plax, T. (2003). The dark side of instruction: Teacher anger as classroom norm violations. Journal of Applied Communication Research, 31, 76-90.
36. Mehrabian, A. (1967). Attitudes inferred from non-immediacy of verbal communications. Journal of Verbal Learning & Verbal Behavior, 6, 294-295.
37. Menon, M. E. (2005). Students' views regarding their participation in university governance: Implications for distributed leadership in higher education. Tertiary Education and Management, 11, 167-182.
38. Menzel, K. E., & Carrell, L. J. (1999). The impact of gender and immediacy on willingness to talk and perceived learning. Communication Education, 48, 31-40.
39. Merritt, A. C. (2000). Culture in the cockpit. Journal of Cross-Cultural Psychology, 31, 283-301.
40. Myers, S. A., & Bryant, L. E. (2002). Perceived understanding, interaction involvement, and college student outcomes. Communication Research Reports, 19, 146-155.
41. Myers, S. A., Zhong, M., & Guan, S. (1998). Instructor immediacy in the Chinese college classroom. Communication Studies, 49, 240-254.
42. Neuliep, J. W. (1997). A cross cultural comparison of teacher immediacy in America and Japanese college classrooms. Communication Research, 24, 431-451.
43. Niehoff, B. P., Turnley, W. H., Yen, H. J., & Sheu, C. (2001). Exploring cultural differences in classroom expectations of students from the United States and Taiwan. Journal of Education for Business, 76, 289-293.
44. 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.
45. Powell, R. G., & Harville, B. (1990). The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment. Communication Education, 39, 369-379.
46. Rao, N., Cheng, K.-M., & Narain, K. (2003). Primary schooling in China and India: Understanding how socio-contextual factors moderate the role of the state. International Review of Education, 49, 153-176.
47. Richardson, R. M., & Smith, S. W. (2007). The influence of high/low-context culture and power distance on choice of communication media: Students' media choice to communicate with Professors in Japan and America. International Journal of Intercultural Relations, 31, 479-501.
48. Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.
49. Richmond, V. P., Gorham, J. S., & McCroskey, J. C. (1987). The relationship between selected immediacy behaviors and cognitive learning. In M. McLaughlin (Ed.), Communication Yearbook 10 (pp. 574-590). Beverly Hills, CA: Sage.
50. Richmond, V. P., Lane, D. R., & McCroskey, J. C. (2006). Teacher immediacy and the teacher student relationship. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.), Handbook of instructional communication: Rhetorical and relational perspectives (pp. 167-194). Boston, MA: Allyn & Bacon.
51. Richmond, V. P., McCroskey, J. C., Kearney, P., & Plax, T. G. (1987). Power in the classroom VII: Linking behavior alteration techniques to cognitive learning. Communication Education, 36, 1-12.
52. Roach, D. K., Cornett-DeVito, M. M., & DeVito, R. (2005). A cross-cultural comparison of instructor communication in American and French classrooms. Communication Quarterly, 53, 87-107.
53. Roach, K. D. (1991). Graduate teaching assistants' use of behavior alteration techniques in the university classroom. Communication Quarterly, 39, 178-188.
54. Roach, K. D., & Byrne, P. R. (2001). A cross-cultural comparison of instructor communication in American and German classrooms. Communication Education, 50, 1-14.
55. Robertson, M. E., Line, M. A., Jones, S. M., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research & Development, 19, 89-102.
56. Robinson, R. Y., & Richmond, V. P. (1995). Validity of the verbal immediacy scale. Communication Research Reports, 12, 80-84.
57. 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.
58. Walker, J. M. T. (2008). Looking at teacher practices through the lens of parenting style. Journal of Experimental Education, 76, 218-240.
59. 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.
60. Zhang, Q. (2006). Immediacy and out-of-class communication: A cross-cultural comparison. International Journal of Intercultural Relations, 30, 33-50.
61. Zhang, Q., Oetzel, J. G., Gao, X., Wilcox, R. G., & Takai, J. (2007). Teacher immediacy scales: Testing for validity across cultures. Communication Education, 56, 228-248.