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The Role of Out-of-Class Communication in Instructor's Verbal/Non-Verbal Behavior, Trust, and Student Motivation

Author

Listed:
  • Shahnawaz Khan

    (Institute of Management Sciences, Peshawar)

  • Attaullah Shah

    (Institute of Management Sciences, Peshawar)

  • Salman Ahmad

    (Institute of Management Sciences, Peshawar)

Abstract

The role of out-of-class communication among teachers and students has long been a question of great interest in the literature. Research has shown that students that engage in out-of-class-communication with their teachers perform better in their academic career. This paper investigates the relationship between students-teachers’ out-of-class communication and trust, motivation, and teachers’ immediacy. For this purpose a sample of 204 students were asked to fill up questionnaires regarding their experience with their teachers. The results show that out-of-class communication is positively correlated to a teacher’s verbal and non-verbal immediacy, trust, and students’ motivation

Suggested Citation

  • Shahnawaz Khan & Attaullah Shah & Salman Ahmad, 2015. "The Role of Out-of-Class Communication in Instructor's Verbal/Non-Verbal Behavior, Trust, and Student Motivation," Business & Economic Review, Institute of Management Sciences, Peshawar, Pakistan, vol. 7(1), pages 81-100, April.
    • Handle: RePEc:bec:imsber:v:7:y:2015:i:1:p:81-100
    DOI: dx.doi.org/10.22547/BER/7.1.5
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    References listed on IDEAS

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    1. Amaury Nora & Alberto F. Cabrera, 1996. "The Role of Perceptions of Prejudice and Discrimination on the Adjustment of Minority Students to College," The Journal of Higher Education, Taylor & Francis Journals, vol. 67(2), pages 119-148, March.
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