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ERIC Number: ED361793
Record Type: Non-Journal
Publication Date: 1993-May-29
Pages: 53
Abstractor: N/A
Reference Count: N/A
Immediacy and Learning: A Motivational Explanation.
Frymier, Ann Bainbridge
Within the framework of motivational theory, a study investigated how teachers' use of immediacy behaviors impacted students' learning. Two competing explanations for the immediacy-learning relationship (the motivation model and the attention model) were tested using path analyses with panel data collected over the period of one semester. A total of 178 undergraduate students reported on 105 male instructors, 67 female instructors, and 6 instructors of unidentified gender. Participants reported on classes in 45 different departments at a mid-sized eastern university. Support was found for the motivation model explanation of the immediacy-learning relationship. Findings suggest that, using J. M. Keller's model of motivation (in which motivation requires four conditions: interest, relevance, expectancy, and satisfaction), teacher immediacy may have a positive impact on students' motivation to study because it addresses at least three of the four conditions of motivation. (Two tables and six figures of data are included. Contains 39 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A