The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning

  • Chesebro J
  • McCroskey J
  • 44


    Mendeley users who have this article in their library.
  • 110


    Citations of this article.


This study examines the relationships among receiver apprehension, teacher clarity, and teacher immediacy in the instructional context. The relationships between state receiver apprehension and student motivation, affect, and cognitive learning are examined, as are the relationships of teacher clarity and immediacy with receiver apprehension. Analyses reveal that, although state receiver apprehension is significantly related to negative instructional outcomes, clear and immediate teaching may be able to negate this relationship. The importance of being both a clear and immediate teacher are discussed in terms of state receiver apprehension and other instructional outcomes.

Author-supplied keywords

  • Receiver apprehension
  • Student affect
  • Student learning
  • Student listening
  • Student motivation
  • Teacher clarity
  • Teacher immediacy

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Joseph L. Chesebro

  • James C. McCroskey

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free