Instructor Verbal and Nonverbal Immediacy and the Relationship with Student Self–efficacy and Task Value Motivation

This descriptive correlation study sought to examine the relationships between verbal immediacy, nonverbal immediacy, self–efficacy and task value. Respondents assessed the verbal and nonverbal immediacy of their course instructor, and then assessed their personal self–efficacy and task value motivation. Results showed a significant positive relationship between verbal immediacy and self–efficacy (r = .334), nonverbal immediacy and self–efficacy (r = .209), verbal immediacy and task value (r = .234), and nonverbal immediacy and task value (r = .152). Based on the list of effect size descriptors for the magnitude of a correlation, developed by Hopkins (1997), the effect sizes between self–efficacy and verbal immediacy were considered moderate. The effect sizes between nonverbal immediacy and self– efficacy, and between verbal immediacy, nonverbal immediacy, and task value were considered small. Results indicated 11% of the variance in self–efficacy was explained by the verbal immediacy of teachers, and four percent of the variance in self–efficacy was explained by nonverbal immediacy. Specific to task value, six percent of the variance was explained by verbal immediacy and two percent by nonverbal immediacy. Results are discussed in light of the theoretical underpinnings and recommendations made for continued research.