Document Type
Thesis - campus only access
Date of Award
Spring 1999
Degree Name
Master of Science (MS)
Department
Communication Studies
Advisor
Carolyn Sue Strohkirch
Abstract
The objective of this study was to determine if students perceive more immediate instructors as more credible than non immediate instructors, if students perceive graduate teaching assistants to be more or less immediate and more or less credible than full-time faculty, and whether more immediate instructors are perceived as more credible than non-immediate instructors in a classroom situation. Richmond , Gorham, and McCroskey's (1987) Nonverbal Immediacy Behaviors Instrument, McCroskey and Young's (1981) Teacher Credibility instrument, and a standard university evaluation form used at a mid-sized Midwestern university (TEVAL, 1996) were administered to 289 undergraduate students enrolled in 17 sections of Fundamentals of Oral Communication. No significant differences were found between GTA and full-time faculty evaluation scores. There was a strong positive correlation between nonverbal immediacy and teacher credibility, and significant positive correlations were found on all measures in relation to expected grade.
Recommended Citation
Hargett, Jennifer G., "Student Perceptions of Graduate Teaching Assistant and Faculty Nonverbal Immediacy and Teacher Credibility" (1999). Master's Theses. 2736.
DOI: 10.58809/JYQT2467
Available at:
https://scholars.fhsu.edu/theses/2736
Rights
© 1999 Jennifer G. Hargett
Comments
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