NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ963299
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0363-4523
Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment
Finn, Amber N.; Schrodt, Paul
Communication Education, v61 n2 p111-130 2012
This study examined students' perceived understanding as a mediator of the relationship between student perceptions of teacher clarity, nonverbal immediacy cues, and learner empowerment (i.e., meaningfulness, competence, and impact). Participants included 261 undergraduate students who completed survey instruments. Results of structural equation modeling indicated that students' perceptions of teacher clarity and nonverbal immediacy enhanced students' perceived understanding, which in turn positively predicted all three dimensions of learner empowerment. Bootstrapping analyses revealed significant indirect effects for student perceptions of teacher clarity and immediacy on the impact and competence dimensions of learner empowerment. Collectively, the results highlight perceived understanding as a key theoretical mechanism that further explains the associations among student perceptions of instructors' communication behaviors and learner empowerment. (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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A