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Paul L. Witt
Researcher at Texas Christian University
Publications - 35
Citations - 2254
Paul L. Witt is an academic researcher from Texas Christian University. The author has contributed to research in topics: Immediacy & Nonverbal communication. The author has an hindex of 19, co-authored 35 publications receiving 2066 citations. Previous affiliations of Paul L. Witt include University of Texas at Arlington & University of North Texas.
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A meta‐analytical review of the relationship between teacher immediacy and student learning
TL;DR: The authors conducted a meta-analysis of 81 studies examining the relationship between teachers' verbal or nonverbal immediacy (or both) and students' learning outcomes, concluding that teacher immediacy has a substantial relationship with certain attitudes and perceptions of stu...
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The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model
TL;DR: This article used meta-analysis to derive correlations between the variables of teacher immediacy, cognitive learning, and affective learning and found that high levels of teacher urgency function as a means of increasing the motivation of a student to learn, and that such motivation increases the cognitive mastery of material.
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A Meta-Analytical Review of Family Communication Patterns and their Associations with Information Processing, Behavioral, and Psychosocial Outcomes
TL;DR: In this paper, a meta-analysis of 56 studies examining the associations among family communication patterns (i.e., conversation and conformity orientations) and information processing, behavioral, and psychosocial outcomes is presented.
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An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive learning
TL;DR: In this paper, experimental manipulation of combinations of nonverbal and verbal immediacy allowed the authors to more precisely test these causal links in relation to recall, learning loss, and affective learning.
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A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes
TL;DR: In this paper, a meta-analysis of 51 studies examining the associations among teacher credibility, teacher behaviors, and student outcomes is presented. But, the results highlight the unique contributions of perceived caring to the teacher credibility construct, as well as the meaningful role that teacher credibility plays in student outcomes.