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

Abstract

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.