اعتباریابی مقیاس صمیمیت غیرکلامی معلم در کلاس درس

Alsulami, A. M. (2021). Towards Building Group Cohesion and Learning Outcomes based on Nonverbal Immediacy Behavior. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 12(7), 1-12.‏

Amirian, Z., Rezazadeh, M., & Rahimi-Dashti, M. (2021). Teachers’ immediacy, self-disclosure, and technology policy as predictors of willingness to communicate: A structural equational modeling analysis. In New perspectives on willingness to communicate in a second language (pp. 219-234). Cham: Springer International Publishing.

Bāgheriyān Far, M., Nasr Esfahāni, A., Javādipour, H. and Azizi, M. (2021). Common discourses in Farhangiān University instructors' body language. Journal of Educational Innovations, 20(2), 95-118. [In Persian]

Cai, M. (2021). The predictability of Chinese English as a foreign language students’ willingness to communicate through teachers’ immediacy and teacher–student rapport. Frontiers in Psychology, 12, 769424.‏

Dehqan, A. (2021). Objective voice analysis in elementary school teachers. Jundishapur Scientific Medical Journal, 19(6), 565-575. [In Persian]

Delos Reyes, R. D. G., & Torio, V. A. G. (2021). The relationship of expert teacher–learner rapport and learner autonomy in the CVIF-dynamic learning program. The Asia-Pacific Education Researcher, 30(5), 471-481.‏

Derakhshan, N., Seif, A. A., Kiamanesh, A. R. and Ahadi, H. (2018). Investigating the effectiveness of teachers' verbal and nonverbal intimacy and approach behavior on learners' state academic motivation. Journal of Research in Educational Systems, 12(Special Issue), 45-67. [In Persian]

Derakhshan, A. (2021). The Predictability of Turkman Students’ Academic Engagement through Persian Language Teachers’ Nonverbal Immediacy and Credibility. Journal of Teaching Persian to Speakers of Other Languages, 10(1), 3-24.

Derakhshan, A., Eslami, Z. R., Curle, S., & Zhaleh, K. (2022). Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout. Studies in Second Language Learning and Teaching, 12(1), 87-115.‏

Derakhshan, A., Zhang, L. J., & Zhaleh, K. (2023). The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding.‏ Studies in Second Language Learning and Teaching, 13(1), 71-100.

Estepp, C. M., & Roberts, T. G. (2015). Teacher immediacy and professor/student rapport as predictors of motivation and engagement. Nacta Journal, 59(2), 155-163.‏

Foutz, B., Violanti, M., Kelly, S., & Prentiss, S. M. (2021). Teacher immediacy behaviors and students’ public speaking anxiety: More and less helpful than anticipated. Basic Communication Course Annual, 33(1), 13-44.

Frymier, A. B., Goldman, Z. W., & Claus, C. J. (2019). Why nonverbal immediacy matters: A motivation explanation. Communication Quarterly, 67(5), 526-539.

Gholamrezaee, S., & Ghanizadeh, A. (2018). EFL teachers’ verbal and nonverbal immediacy: A study of its impact on students’ emotional states, cognitive learning, and burnout. Psychological Studies, 63(4), 398-409.‏

Gonyeli, S. I. (2023). The Turkish Adaptation of Nonverbal Immediacy Scale-Self Report. Cyprus Turkish Journal of Psychiatry & Psychology (CTJPP), 5(1), 34-43.

Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37(1), 40-53.

Guo, H., Gao, W., & Shen, Y. (2022). L2 Enjoyment of English as a Foreign Language Students: Does Teacher Verbal and Non-verbal Immediacy Matter?. Frontiers in Psychology, 13, 1-8.

Hagenauer, G., Muehlbacher, F., & Ivanova, M. (2023). “It’s where learning and teaching begins‒is this relationship”—insights on the teacher-student relationship at university from the teachers’ perspective. Higher Education, 85(4), 819-835.‏

Han, J. Y., Lim, Y. S., & Chon, H. J. (2021). A Study on the Effect of Nonverbal Communication on Education Satisfaction and Learning Attitudes by Beauty Treatment Teacher. Korean Soc. Beauty Art, 22, 35-51.

Hess, J. A., Smythe, M. J. (2001). Is teacher immediacy actually related to student cognitive learning?. Communication Studies, 52(3), 197-219.‏ ‏

Hsu, L. (2010). The impact of perceived teachers' non-verbal immediacy on students' motivation for learning English. Asian EFL J. 12, 188-204.

Hommadova Lu, A., & Guerrero, L. K. (2023). Effects of Nonverbal Immediacy and Similarity on Perceptions of Likability and Friendship Potential: First Impressions of US and Middle Eastern Students on Zoom. Journal of Nonverbal Behavior, 47, 321-344.

Iaconelli, R., & Anderman, E. M. (2021). Classroom goal structures and communication style: The role of teacher immediacy and relevance-making in students’ perceptions of the classroom. Social Psychology of Education, 24, 37-58.‏

Iskandar, A. (2020). Relations between personality types and self-perceived Nonverbal immediacy of Finnish early Childhood Education teachers (Master's thesis).‏

Kianinezhad, N. (2023). A Theoretical Exploration of Teacher Credibility and Immediacy as Influential Factors in Learning and Teaching. Journal of Translation and Language Studies, 4(3), 47-56.‏

Lāri, N., Hejāzi, E., Ejei, J. and Jowkar, B. (2019). Teachers’ perception of the factors influential on teacher-student relationship: A phenomenological analysis. Journal of Educational Innovations, 18(2), 53-80. [In Persian]

Liu, W. (2021). Does teacher immediacy affect students? A systematic review of the association between teacher verbal and non-verbal immediacy and student motivation. Frontiers in Psychology, 12, 713978.‏

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. Int. J. Educ. Res. 105, 101714.

Marcia, D., Dixson, M. D., Greenwell, M. R., Rogers-Stacy, C., Weister, T., and Lauer, S. (2016). Nonverbal immediacy behaviors and online student engagement: bringing past instructional research into the present virtual classroom. Commun. Educ. 66, 37-53.

Marx, A. A., Simonsen, J. C., and Kitchel, T. (2016). Undergraduate student course engagement and the influence of student, contextual, and teacher variables. J. Agricultural Educ. 57, 212-228.

Mehrabian, A. (1966). Immediacy: An indicator of attitudes in linguistic communication. Journal of Personality, 34(1), 26-34.

Mehrabian, A. (1969). Significance of posture and position in the communication of attitude and status relationships. Psychol. Bull. 71, 359-372.

Özdaş, F. (2022). Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis. SAGE Open, 12(2), 1-10.‏

Richmond, V. P., & McCroskey, J. C. (2000). Nonverbal Behavior in Human Relations. 4th edition Needham Heights, MA: Allyn & Bacon

Richmond, V. P., McCroskey, J. C., & Johnson, A. D. (2003). Development of the nonverbal immediacy scale (NIS): Measures of self‐and other‐perceived nonverbal immediacy. Communication Quarterly, 51(4), 504-517.‏

Robinson, R. Y., & Richmond, V. P. (1995), Validity of the verbal immediacy scale. Communication Research Reports, 12, 80-84.

Sadat, S., & Badri Gargari, R. (2019). The effect of Humor Training to Teacher on Academic Burnout in Students. Positive Psychology Research, 4(4), 13-24. [In Persian]

Seif Naraghi, M., & Naderi, E. (2023). Assessment and Measurement in Psychology and Educational Sciences. Tehran: Arasbaran. [In Persian]

Shakir, M. (2020). Effective Evaluation of Teachers’ Non-verbal Behaviors in Classrooms. Research Journal of Social Sciences and Economics Review, 1(3), 294-304.‏

Shakir, M. (2021). Relationship between teachers’ non-verbal immediacy behaviors and students’ motivation: An evidence from Pakistani ESL classrooms. The Journal of Humanities & Social Sciences, 29(1), 43-58.‏

Sozen, İ. N. A. K. (2023). Turkish Adaptation of Nonverbal Immediacy Scale-Self Report. Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi, 5(1), 34-43.‏

Sozer, M. (2019). Effective teacher immediacy behaviors based on students’ perceptions. Universal Journal of Educational Research, 7(2), 378-393.

Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406.‏

Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, 1-10.