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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Is teacher immediacy actually related to student cognitive learning?
Jon A. Hess, Mary‐Jeanette Smythe
Communication Studies (2001), pp. 197-219
Closed Access | Times Cited: 105

Showing 1-25 of 105 citing articles:

A meta‐analytical review of the relationship between teacher immediacy and student learning
Paul L. Witt, Lawrence R. Wheeless, Mike Allen
Communication Monographs (2004) Vol. 71, Iss. 2, pp. 184-207
Closed Access | Times Cited: 456
A Review of Humor in Educational Settings: Four Decades of Research
John A. Banas, Norah E. Dunbar, Dariela Rodriguez, et al.
Communication Education (2010) Vol. 60, Iss. 1, pp. 115-144
Closed Access | Times Cited: 350
Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?
Traci Sitzmann, Katherine Ely, Kenneth G. Brown, et al.
Academy of Management Learning and Education (2010) Vol. 9, Iss. 2, pp. 169-191
Closed Access | Times Cited: 287
The Role of Teacher Immediacy as a Motivational Factor in Student Learning: Using Meta-Analysis to Test a Causal Model
Mike Allen, Paul L. Witt, Lawrence R. Wheeless
Communication Education (2005) Vol. 55, Iss. 1, pp. 21-31
Closed Access | Times Cited: 292
A review and meta-analysis of the nomological network of trainee reactions.
Traci Sitzmann, Kenneth G. Brown, Wendy J. Casper, et al.
Journal of Applied Psychology (2008) Vol. 93, Iss. 2, pp. 280-295
Closed Access | Times Cited: 252
Rethinking College Students' Self-Regulation and Sustained Attention:Does Text Messaging During Class Influence Cognitive Learning?
Fang‐Yi Flora Wei, Yi Wang, Michael Klausner
Communication Education (2012) Vol. 61, Iss. 3, pp. 185-204
Closed Access | Times Cited: 195
Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom
Robert J. Sidelinger, Melanie Booth‐Butterfield
Communication Education (2010) Vol. 59, Iss. 2, pp. 165-184
Closed Access | Times Cited: 164
Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning
Scott Titsworth, Joseph P. Mazer, Alan K. Goodboy, et al.
Communication Education (2015) Vol. 64, Iss. 4, pp. 385-418
Closed Access | Times Cited: 125
Development of the nonverbal immediacy scale (NIS): Measures of self‐and other‐perceived nonverbal immediacy
Virginia P. Richmond, James C. McCroskey, Aaron D. Johnson
Communication Quarterly (2003) Vol. 51, Iss. 4, pp. 504-517
Closed Access | Times Cited: 182
Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect
Joseph L. Chesebro
Communication Education (2003) Vol. 52, Iss. 2, pp. 135-147
Closed Access | Times Cited: 159
Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness
Jason J. Teven
Communication Quarterly (2007) Vol. 55, Iss. 4, pp. 433-450
Closed Access | Times Cited: 111
Statistics Anxiety and Instructor Immediacy
Amanda S. Williams
Journal of Statistics Education (2010) Vol. 18, Iss. 2, pp. 187-187
Open Access | Times Cited: 107
College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes
Alan K. Goodboy, San Bolkan
Western Journal of Communication (2009) Vol. 73, Iss. 2, pp. 204-219
Closed Access | Times Cited: 100
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility
Paul L. Witt, Jeff Kerssen‐Griep
Communication Education (2010) Vol. 60, Iss. 1, pp. 75-94
Closed Access | Times Cited: 93
Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception
Stephanie Kelly, Christopher Rice, Bryce Wyatt, et al.
Communication Education (2015) Vol. 64, Iss. 2, pp. 171-186
Closed Access | Times Cited: 70
Re-examination of Motivation in Learning Contexts: Meta-analytically Investigating the Role Type of Motivation Plays in the Prediction of Key Training Outcomes
Kristina N. Bauer, Karin A. Orvis, Katherine Ely, et al.
Journal of Business and Psychology (2015) Vol. 31, Iss. 1, pp. 33-50
Closed Access | Times Cited: 68
Instructor Clarity, Humor, Immediacy, and Student Learning: Replication and Extension
Michelle T. Violanti, Stephanie Kelly, Michelle Epstein Garland, et al.
Communication Studies (2018) Vol. 69, Iss. 3, pp. 251-262
Closed Access | Times Cited: 65
Conditional processes of effective instructor communication and increases in students’ cognitive learning
San Bolkan, Alan K. Goodboy, Scott A. Myers
Communication Education (2016) Vol. 66, Iss. 2, pp. 129-147
Closed Access | Times Cited: 62
Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes
Paul Schrodt, Paul L. Witt, Paul D. Turman, et al.
Communication Education (2009) Vol. 58, Iss. 3, pp. 350-371
Closed Access | Times Cited: 87
Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class?
Fang‐Yi Flora Wei, Yi Wang
Communication Education (2010) Vol. 59, Iss. 4, pp. 475-496
Closed Access | Times Cited: 82
Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning
Paul E. King, Paul Witt
Communication Education (2009) Vol. 58, Iss. 1, pp. 110-123
Closed Access | Times Cited: 81
Student Emotional and Cognitive Interest as Mediators of Teacher Communication Behaviors and Student Engagement: An Examination of Direct and Interaction Effects
Joseph P. Mazer
Communication Education (2013) Vol. 62, Iss. 3, pp. 253-277
Closed Access | Times Cited: 68
Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?
Jeff Kerssen‐Griep, Paul L. Witt
Communication Studies (2012) Vol. 63, Iss. 4, pp. 498-517
Closed Access | Times Cited: 61
Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment
Amber N. Finn, Paul Schrodt
Communication Education (2012) Vol. 61, Iss. 2, pp. 111-130
Closed Access | Times Cited: 59
Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn
Jeff Kerssen‐Griep, Jon A. Hess, April R. Trees
Western Journal of Communication (2003) Vol. 67, Iss. 4, pp. 357-381
Closed Access | Times Cited: 95
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