THE ROLE OF TEACHER IMMEDIACY AS A MOTIVATIONAL FACTOR IN STUDENT LEARNING
This research uses the structural equation modeling (SEM) analysis to find the correlation between the variables of Teaching effectiveness, Teacher behavior and affective learning and that of Student motivation in learning, Teacher immediacy and learning outcomes and Student learning outcomes. A model is built so that to confirm that teachers produce the intermediate influence and also motivate the learning outcomes, cognitive ones especially. Data obtained here in the course of survey proves to be consistent with our initial model. The results show that the immediate teachers’ function is to be the means of increasing students’ motivation to learn, and that such motivation, in its turn, increases students’ cognitive abilities.
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