The Relationships between Individual Differences in Emotionality and Teacher Immediacy Behaviors

• In Event: Research on Immediacy, Emotion, and Advice Prestige

Abstract

The purpose of this study was to examine the antecedents of immediacy for teachers in higher education. Specifically, it examined associations between teachers' individual differences in emotionality and their use of immediacy behaviors. As an emotional expression, it was predicted that teacher immediacy behaviors may be related to emotionality traits. Participants included graduate teaching assistants and their undergraduate students. GTAs completed measures of emotionality including (a) affect orientation, (b) alexithymia, and (c) positive and negative affectivity. Undergraduate students completed measures that examined their teachers' use of immediacy behaviors. Results indicated (1) a positive relationship between teacher affect orientation and immediacy behaviors and (2) a negative relationship between teacher alexithymia and immediacy behaviors. However, there were no significant associations found between (1) positive affectivity and teacher immediacy or (2) negative affectivity and teacher immediacy. The results suggest teachers' levels of emotional self-awareness and ability to identify emotions may influence the use of teacher immediacy behaviors in the classroom.

Author

• Cristina Gilstrap, Drury University