Examines the perceptions of Australian students on the immediacy behavior of their class teachers. Measurement of their academic motivation and of cognitive and affective learning; Hierarchial regression analysis of the survey data; Moderation of perceived teacher immediacy by academic motivation.
CITATION STYLE
Orpen, C. (1996). Academic Motivation as a Moderator of the Effects of Teacher Immediacy on Student Cognitive and Affective Learning. Westminster Studies in Education, 19(1), 45–46. https://doi.org/10.1080/0140672960190107
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