A motivational model: non-verbal immediacy in the classroom

Un modelo de motivación: la inmediatez no verbal en el aula de clase

Instructors’ use of nonverbal immediacy behaviors has been routinely associated with students’ learning over the past 40 years; however, the explanation for why the relationship exists has been somewhat controversial. This paper reports the rationale and results of a study that used self-determination theory to explain why teacher use of nonverbal immediacy is positively associated with students’ motivation to learn. A revised model of instructional communication that focuses on students’ psychological needs and motivation as primary mediators of the immediacy-learning relationship is presented.