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ERIC Number: ED258300
Record Type: Non-Journal
Publication Date: 1984
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Power in the Classroom VI: Verbal Control Strategies, Nonverbal Immediacy and Affective Learning.
Plax, Timothy G.; And Others
Recognizing that nonverbal behaviors typically provide the framework for interpreting verbal messages, this project (the sixth in a series of projects designed to examine teacher power in the classroom) proposed and sequentially tested a heuristic model of student affective learning as a function of behavior alteration techniques and teacher nonverbal immediacy. Employing a two-study correlational design, the model was tested in five stages across secondary and college students. Results supported the proposed positive relationships among teachers' use of behavior alteration techniques, immediacy, and student affect for both studies. Teachers' selective use of verbal control strategies in the classroom was shown to be indirectly related to affective learning as a function of students' perceptions of teacher immediacy. (Author/EL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A