The Effects of Teacher Nonverbal Immediacy and Teacher Confirmation on The Affective Learning of Students with Special Needs
Copyright 2011 Jacquelyn Rex. All Rights Reserved.
This study investigated the effect of teacher nonverbal immediacy and teacher confirmation on the perceived affective learning of students with special needs. A 2 × 2 factorial design was utilized, with teacher nonverbal immediacy and teacher confirmation as independent variables. Two research questions asked whether students with special needs could accurately rate the immediacy and confirmation levels of teachers when exposed to manipulated stimuli. H1 and H2 predicted that nonverbal immediacy and confirmation, respectively, would positively influence the affective learning of special needs students. H3 predicted that special needs students would report greater levels of affective learning when exposed to nonverbal immediacy regardless of level of confirmation. Thirty-one secondary students were exposed to one of four immediacy-confirmation conditions and then completed McCroskey’s (1994) Affective Learning Scale. Results suggested that students with special needs can accurately rate different levels of immediacy and confirming messages. All three hypotheses were supported.