Constructing and validating a teacher immediacy scale: A Chinese perspective

Qin Zhang; John G. Oetzel

doi:10.1080/03634520600566231

Constructing and validating a teacher immediacy scale: A Chinese perspective

Qin Zhang, John G. Oetzel

Fairfield University

Research output: Contribution to journal › Article › peer-review

Abstract

The purpose of this study is to construct and validate a scale of perceived teacher immediacy from a Chinese cultural perspective. Based on the immediacy-exchange theories that emphasize the core role culture plays in the assessment of immediacy, this study argues that the validity and reliability of existing teacher verbal and nonverbal immediacy scales developed from U.S. classrooms are not warranted in Chinese classrooms. Open-ended questionnaires and focus-group interviews suggest three dimensions of teacher immediacy from a Chinese perspective: instructional, relational, and personal. The Chinese Teacher Immediacy Scale is validated via confirmatory factor analysis and correlation with measures of teacher clarity and classroom communication apprehension.

Original language	American English
Journal	Communication Education
Volume	55
DOIs	https://doi.org/10.1080/03634520600566231
State	Published - Jan 1 2006

Keywords

Construction
Validation
Teacher immediacy scale
Chinese perspective
Cross-cultural

Disciplines

Communication
Social and Behavioral Sciences

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10.1080/03634520600566231License: CC BY

Cite this

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AB - The purpose of this study is to construct and validate a scale of perceived teacher immediacy from a Chinese cultural perspective. Based on the immediacy-exchange theories that emphasize the core role culture plays in the assessment of immediacy, this study argues that the validity and reliability of existing teacher verbal and nonverbal immediacy scales developed from U.S. classrooms are not warranted in Chinese classrooms. Open-ended questionnaires and focus-group interviews suggest three dimensions of teacher immediacy from a Chinese perspective: instructional, relational, and personal. The Chinese Teacher Immediacy Scale is validated via confirmatory factor analysis and correlation with measures of teacher clarity and classroom communication apprehension.

KW - Construction

KW - Validation

KW - Teacher immediacy scale

KW - Chinese perspective

KW - Cross-cultural

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ER -

Constructing and validating a teacher immediacy scale: A Chinese perspective

Abstract

Keywords

Disciplines

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