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ERIC Number: EJ898598
Record Type: Journal
Publication Date: 2010-Oct
Pages: 22
Abstractor: As Provided
Reference Count: 72
ISSN: ISSN-0363-4523
Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class?
Wei, Fang-Yi Flora; Wang, Y. Ken
Communication Education, v59 n4 p475-496 Oct 2010
This study investigated the relationship between teacher immediacy and college students' use of text messaging in class. Using a cross-sectional survey sample (N=228), structural equation model analyses showed that students' learning motivation does not mediate the potential effects of teacher immediacy and students' use of text messaging in class. The finding also suggested that college students' use of text messaging in class was related positively to their daily texting usage, meaning that mobile texting is a recurring behavior (i.e., a habit) that may occur despite a high level of teacher immediacy behavior. (Contains 2 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A