Liu Wei
College English Department, Xinyang Normal University, Xinyang, China.
Front Psychol. 2021 Jun 25;12:713978. doi: 10.3389/fpsyg.2021.713978. eCollection 2021.
In instructional-learning contexts, the relationship between teacher verbal and non-verbal immediacy and student motivation has gained increasing attention. However, no systematic research has been done to review the empirical studies conducted on the impact of teacher immediacy on students' motivation. Hence, the aim of the present study was to systematically review the available literature on different types of teacher immediacy and student motivation. Some common databases were searched and 30 eligible manuscripts were identified. With regard to the key features of the included studies, the review's findings were categorized into different sections, namely "the measures of teacher immediacy employed," "the measures of student motivation employed," "designs," and "educational contexts". The main findings of the studies were also discussed. The reviewed studies pointed to positive associations between teacher immediacy and student motivation. Finally, limitations of the included studies are discussed and some practical directions for further research are offered, accordingly.
在教学学习情境中，教师言语和非言语即时性与学生动机之间的关系日益受到关注。然而，尚未进行系统研究来综述关于教师即时性对学生动机影响的实证研究。因此，本研究的目的是系统综述关于不同类型教师即时性和学生动机的现有文献。搜索了一些常见数据库，确定了30篇符合条件的手稿。关于纳入研究的关键特征，综述结果分为不同部分，即“所采用的教师即时性测量方法”、“所采用的学生动机测量方法”、“设计”和“教育背景”。还讨论了这些研究的主要发现。综述研究指出教师即时性与学生动机之间存在正相关。最后，讨论了纳入研究的局限性，并相应地提供了一些进一步研究的实际方向。
