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Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

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  • Faysal ÖzdaÅŸ

Abstract

This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.

Suggested Citation

  • Faysal ÖzdaÅŸ, 2022. "Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis," SAGE Open, , vol. 12(2), pages 21582440221, April.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221091722
    DOI: 10.1177/21582440221091722
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    References listed on IDEAS

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    1. Halis Sakız & Faysal Özdaş & İdris Göksu & Abdurrahman Ekinci, 2021. "A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education," SAGE Open, , vol. 11(1), pages 21582440211, March.
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