This study addressed patterns and influence of student perceptions of instructor power use, affinity-seeking, and nonverbal immediacy in American and in German classrooms. American instructors were seen to be significantly higher in power use, affinity-seeking, and nonverbal immediacy than German instructors. American students reported significantly higher perceptions of cognitive learning than those reported by German students. Instructor affinity-seeking and nonverbal immediacy were strongly correlated with student affective/cognitive learning and ratings of instructor for American and German students. The influence of instructor referent power, affinity-seeking, and nonverbal immediacy on student cognitive learning was significantly higher for American students.
- Affective learning
- Cognitive learning
- Instructor power
- Nonverbal immediacy
- Student ratings of instruction