Impact of Verbal Teacher Immediacy on Child Development Students’ Course Motivation and Perception of Their Instructor

By Huseyin Kotaman, Ali Kemal Tekin and Mustafa Aslan.

Published by The International Journal of Early Childhood Learning

Format Price
Article: Print $US10.00
Published online: October 20, 2015 $US5.00

Fifty four students from the Child Development Department at Harran University, Turkey participated in the study. Investigators randomly assigned students into an experimental and a control group. Participants responded to a pre- and post-test of the Course Motivation Scale (CMS), and a post-test of the Teacher Immediacy Behavior Scale for Higher Education (TIBS). Following the post-tests, qualitative data was gather by selecting ten random participants from each group for in-depth interviewing. Quantitative results yielded no significant difference for group means. However, qualitative data findings revealed several themes that showed the effect of experimental intervention, such as showing interest in students’ personal problems, teachers’ effort, support for students, teachers’ expectations of students, and teacher care for students. Implications and suggestions for future studies were also discussed.

Keywords: Teacher Immediacy, Course Motivation, Child Development, Teacher-student Relation

The International Journal of Early Childhood Learning, Volume 23, Issue 1, March 2016, pp.1-13. Article: Print (Spiral Bound). Published online: October 20, 2015 (Article: Electronic (PDF File; 512.646KB)).

Dr. Huseyin Kotaman

Assistant Professor, Child Development, Harran University, Sanliurfa, Turkey

Dr. Ali Kemal Tekin

Assistant Professor, Department of Early Childhood Education, College of Education, Sultan Qaboos University, Muscat, Oman

Mustafa Aslan

Harran University, Turkey