Business Teacher Immediacy and Students’ Affective Learning
The Mediating Role of Perceived Immediacy
Keywords:
Business Teacher Immediacy, Affective Learning, Student Perceived ImmediacyAbstract
Purpose: The purpose of this study was to identify the influence of business teachers’ communicative behaviors on students’ affective learning, specifically their immediate behaviors. Method: Questionnaires were administered to 299 business students to assess their observations of their business professors’ immediate behaviors, students’ level of perceived immediacy with their professor, and students’ affective learning in the class. Results: Ordinary least squares estimation was used to test a path model in which perceived immediacy mediated the relationships between teachers’ immediate behaviors and each of the dimensions of affective learning (i.e., affinity towards content, affinity towards teacher, likelihood of studying the content again, and likelihood of studying with that professor again). The model was supported, reaffirming the anticipated positive relationship between teacher immediacy and affective learning, but newly identifying the need for perception checks in the classroom to encourage students’ affective learning.
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