The Relationship between Teacher Management Communication Style and Affective Learning
Rebecca M. Chory, James C McCroskey Winter 1999 Communication Quarterly v. 27 p 1
This is a statistical study that measures the amount of affective learning that took place in an undergraduate course in communication studies at West Virginia University. The factors that had the most influence on affective learning were 1) nonverbal immediacy (meaning non-verbal cues that communicate a positive, approving feeling toward the audience), 2) a student-centered classroom management style (such as making decisions democratically, encouraging students to communicate among themselves), and 3) regular class attendance by the students themselves. Factors that did not influence affective learning were student age, number of students in the class, or type of teacher (TA, lecturer, professor).