Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator

Connecting embedded and stand-alone peer mentoring models to enhance student engagement

“…The aim to build in-class rapport in order to encourage students to seek the assistance of peer mentors outside of class hours was based on Frisby and Martin's (2010) study that identified links between rapport-building and stronger student participatory behaviours. Other studies have also supported this connection between learner-mentor rapport and improved learning habits and help-seeking behaviours (Rodríguez, Plax, & Kearney, 1996;Worley, Titsworth, Worley, & Cornett-DeVito, 2007). Rapportbuilding strategies, such as finding common ground and asking open questions, were discussed, modelled and practiced in peer mentor development workshops.…”

Influence of Lecturer Immediacy on Students’ Learning Outcomes: Evidence from a Distance Education Program at a University in Saudi Arabia

“…It has also been shown that cognitive learning can be improved by lecturer immediacy when affective learning mediates between them [16].…”

Teaching Methods in Science Subjects Promoting Sustainability

“…Features like the learning outcomes of sustainability education, action competence or interdisciplinary skills have hitherto not been measured in PISA tests. Yet, according to a recent plan [122], 'global competency' will be a target for measurement in 2018. This will hopefully raise the sustainability issues to the agenda both in teacher education and schools in the countries involved, not least in Finland.…”

“…It is considered the most complex form of thinking [118]. Studies analyzing classroom tests have found that most teacher-made tests require only recall of information [122]. However, when teachers are asked how often they assess application, reasoning, and higher-order thinking, both elementary [37,131] and secondary [38] teachers claim that they assess these cognitive levels quite often.…”

“…It is the ability to internalize values and let them control one's behavior [119,120]. Rodriguez et al [122] suggest affective learning subsumes student motivation and promotes greater learning because "affective learning motivates students to engage in task-relevant behaviors. "…”