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Author: Stephanie Erin Kelly Publisher: ISBN: Category : Languages : en Pages : 128
Book Description
This dissertation purports to clarify the role of perceived immediacy in interpersonal communication. Immediate behaviors were first identified as behaviors associated with increases in receiver liking and self-disclosure. As such, the first study is a meta-analysis of immediate behaviors and self-disclosure and the second study meta-analyzes immediate behaviors and liking. The magnitudes of the effects yielded from both studies are consisted with indirect relationships. The third study is an experiment which uses a range of previously identified immediate behaviors from the literature as an induction and measures perceived immediacy, liking, and self-disclosure to test perceived immediacy as a mediating variable between immediate behaviors and these outputs. The results of the experiment are consistent with perceived immediacy mediating immediate behaviors and liking, but not immediate behaviors and disclosure.
Author: Stephanie Erin Kelly Publisher: ISBN: Category : Languages : en Pages : 128
Book Description
This dissertation purports to clarify the role of perceived immediacy in interpersonal communication. Immediate behaviors were first identified as behaviors associated with increases in receiver liking and self-disclosure. As such, the first study is a meta-analysis of immediate behaviors and self-disclosure and the second study meta-analyzes immediate behaviors and liking. The magnitudes of the effects yielded from both studies are consisted with indirect relationships. The third study is an experiment which uses a range of previously identified immediate behaviors from the literature as an induction and measures perceived immediacy, liking, and self-disclosure to test perceived immediacy as a mediating variable between immediate behaviors and these outputs. The results of the experiment are consistent with perceived immediacy mediating immediate behaviors and liking, but not immediate behaviors and disclosure.
Author: Stephen M. Croucher Publisher: Taylor & Francis ISBN: 1040116272 Category : Social Science Languages : en Pages : 340
Book Description
Using an engaging how-to approach that draws from scholarship, real life, and popular culture, this textbook, now in its fourth edition, offers students practical reasons why they should care about research methods and offers a practical guide for conducting research. Explaining quantitative, qualitative, critical, and performance research methods, this new edition helps students better grasp the theoretical and applied uses of method by clearly illustrating practical applications. The book features all the main research traditions in communication, including applications of the methods through effective examples and exercises, and sample student papers that demonstrate research methods in action. This textbook is perfect for beginning and advanced scholars using critical, cultural, interpretive, qualitative, quantitative, rhetorical, and performance research methods. Additional resources for students and instructors can be found on the eResource at www.routledge.com/9781032557380, which includes links, videos, outlines, activities, recommended readings, test questions, and more.
Author: Paul Witt Publisher: Walter de Gruyter GmbH & Co KG ISBN: 1501502441 Category : Language Arts & Disciplines Languages : en Pages : 776
Book Description
In this volume, leading scholars from the fields of communication, educational psychology, and international education address what is known about the strategic role of interpersonal communication in the teaching/learning process. Instruction often involves spoken communication that carries information from teacher to learner, and in these instances the teacher's skillful and strategic use of language has a measurable impact on learning outcomes. Thus, the cumulative findings of instructional communication research are instrumental in maximizing the efficiency and effectiveness of both teaching and learning. Major sections of this volume include: Historical and Theoretical Foundations Instructor Characteristics and Behaviors Student Characteristics and Outcomes Pedagogy and Classroom Management Teaching and Learning Communication Across the Life-span This handbook serves researchers, professors, and graduate students by surveying the collective findings of research and experience concerning the intentional activity of teaching and learning.
Author: Bernard Faure Publisher: Princeton University Press ISBN: 1400844266 Category : Religion Languages : en Pages : 415
Book Description
Through a highly sensitive exploration of key concepts and metaphors, Bernard Faure guides Western readers in appreciating some of the more elusive aspects of the Chinese tradition of Chan Buddhism and its outgrowth, Japanese Zen. He focuses on Chan's insistence on "immediacy"--its denial of all traditional mediations, including scripture, ritual, good works--and yet shows how these mediations have always been present in Chan. Given this apparent duplicity in its discourse, Faure reveals how Chan structures its practice and doctrine on such mental paradigms as mediacy/immediacy, sudden/gradual, and center/margins.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was twofold: (1) to examine the interaction effect of nonverbal immediacy and expected instructional technology use on students perceptions of learner empowerment and student involvement, and (2) to test learner empowerment as a potential mediator of perceived instructional technology use and nonverbal immediacy on student involvement. Participants included 264 college students who were randomly assigned to one of eight scenarios depicting first-day class sessions manipulating expected technology use across four levels (none, minimal, moderate, and complete use) and instructor nonverbal immediacy across two levels (high vs. low). Contrary to what was hypothesized, the results failed to replicate the interaction effects of expected technology use and nonverbal immediacy cues found in previous research. Instead, the results revealed only significant main effects for nonverbal immediacy cues on students perceptions of learner empowerment and student involvement. The results of an analysis of covariance, however, revealed that learner empowerment fully mediates the association between an instructors nonverbal immediacy cues and student involvement. A significant two-way interaction effect of perceived technology use and nonverbal immediacy on student involvement after controlling for the effect of learner empowerment also emerged, revealing a pattern of moderated mediation. Collectively, the results extend instructional communication theory by identifying learner empowerment as a key construct that facilitates the association between teacher nonverbal immediacy and student involvement in the course.
Author: Virginia P. Richmond Publisher: Routledge ISBN: 1136475257 Category : Education Languages : en Pages : 224
Book Description
In the belief that power is something that is negotiated by participants in the instructional process and with the goal of understanding how communication and power interact, this book looks at power and instruction in many different ways. Drawing from the lessons of the social sciences generally, it examines research that has been conducted by instructional communication specialists, looks at newer approaches to power, presents a status report on what is now known, and points to the divergent directions that offer opportunities for future scholarship.
Author: Stephanie Erin Kelly
Author: Stephanie Erin Kelly
Author: Stephen M. Croucher
Author: Paul Witt
Author: Stephanie Kelly
Author: Bernard Faure
Author: 
Author: Aristotelian Society (Great Britain)
Author: Eva M. Romera
Author: Ali Derakhshan
Author: Virginia P. Richmond