CHI TIẾT NGHIÊN CỨU …
Tiêu đề
The impact of gender and immediacy on willingness to talk and perceived learning
Tác giả
Menzel K.E.; Carrell L.J.
Năm xuất bản
1999
Source title
Communication Education
Số trích dẫn
82
DOI
10.1080/03634529909379150
Liên kết
Tóm tắt
The researchers surveyed 256 undergraduate students at a small liberal arts university for their perceptions of perceived learning, willingness to talk in class, and instructor verbal and nonverbal immediacy behavior, with responses grouped by instructor gender and student gender. Instructor verbal immediacy behavior was positively related to a student's willingness to talk in class, while gender was not a factor for this outcome. Instructor verbal immediacy behavior was positively related to a student's perceived learning. While students perceived more learning from a professor of the same gender, the effect was strongly mediated by instructor verbal immediacy behavior.
Từ khóa
Classroom talk; Gender; Perceived learning; Verbal and nonverbal immediacy
Tài liệu tham khảo
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Nơi xuất bản
National Communication Association
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus