This report uses meta-analysis to derive correlations between the variables of teacher
immediacy, cognitive learning, and affective learning. A model was constructed such that the
perception of teacher immediacy, a behavior, generates an intermediate outcome of affect, a
motivation, which in turn increases cognitive learning outcome. The data across all the
included investigations are consistent with that model. The results suggest that high levels of
teacher immediacy function as a means of increasing the motivation of a student to learn …

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 …