Theses and Dissertations - UTB/UTPA
Testing the neutralizing effects of nonverbal teacher immediacy cues on offensive teacher misbehaviors in higher education classrooms
Date of Award
Master of Arts (MA)
Dr. Jessica Parker-Raley
Dr. Timothy Mottet
Dr. Dora Saavedra
The purpose of this study was to determine if the use of nonverbal teacher immediacy cues can neutralize the negative impact that offensive teacher misbehaviors have on student perceptions of teacher credibility, affective learning, and motivation. The sample included a total of 140 participants enrolled in various undergraduate communication and theater courses from a southwestern university. Three one-way ANOVA tests were conducted to test the three hypotheses which proposed that nonverbal teacher immediacy cues may neutralize the negative impact that offensive teacher misbehaviors have on students’ perception of teacher credibility, affective learning, and motivation. Ultimately, findings revealed that teacher immediacy behaviors might not have the power to override the negative effects caused by offensive teacher misbehaviors on overall student perceptions of teacher credibility. However, findings suggested that an offensive teacher who uses nonverbal immediacy cues in their college classroom may still be able to positively impact student affective learning and motivation.
University of Texas-Pan American
Copyright 2010 Claudia Esther Martinez. All Rights Reserved.