The Impact of Instructor Verbal and Nonverbal Immediacy on Student Perceptions of Attractiveness and Homophily
Abstract
Current research on immediacy (verbal and nonverbal) in the college classroom has focused on how its presence or absence impacts instructional outcomes (for instance, learning, communication apprehension, motivation). However, few studies have examined the link between instructor behaviors like immediacy and student perceptions or feelings about their relationships with instructors. The authors investigate the relationships between verbal and nonverbal immediacy and two relational variables: homophily and interpersonal attraction. Results reveal significant positive relationships among verbal immediacy, homophily, and interpersonal attraction and between nonverbal immediacy and interpersonal attraction. Verbal immediacy is found to be more strongly linked to student perceptions of instructor homophily and attraction than is nonverbal immediacy. Results are discussed in terms of a theoretical rationale for training instructors to be more immediate.
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