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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:

Instructor immediacy in the Chinese college classroom
Scott A. Myers, Mei Zhong, Shijie Guan
Communication Studies (1998) Vol. 49, Iss. 3, pp. 240-254
Closed Access | Times Cited: 85

Showing 1-25 of 85 citing articles:

A Structural Equation Model of Predictors for Effective Online Learning
Ronald B. Marks, Stanley D. Sibley, J. B. Arbaugh
Organizational Behavior Teaching Review (2005) Vol. 29, Iss. 4, pp. 531-563
Closed Access | Times Cited: 483
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
How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses
J. B. Arbaugh
Business Communication Quarterly (2001) Vol. 64, Iss. 4, pp. 42-54
Closed Access | Times Cited: 417
Managing the on-line classroom
J. B. Arbaugh
The Journal of High Technology Management Research (2002) Vol. 13, Iss. 2, pp. 203-223
Closed Access | Times Cited: 253
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
Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States
Qin Zhang
Communication Education (2007) Vol. 56, Iss. 2, pp. 209-227
Closed Access | Times Cited: 155
Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation
Moyi Jia, Jiuqing Cheng
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 9
Three Levels of Push-Pull Dynamics Among Chinese International Students’ Decision to Study Abroad in the Canadian Context
Jun Mian Chen
Journal of International Students (2017) Vol. 7, Iss. 1, pp. 113-135
Open Access | Times Cited: 68
Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms
Qin Zhang
Communication Quarterly (2005) Vol. 53, Iss. 1, pp. 109-124
Closed Access | Times Cited: 101
Perceived instructor affective support in relation to academic emotions and motivation in college
Gönül SAKİZ
Educational Psychology (2011) Vol. 32, Iss. 1, pp. 63-79
Closed Access | Times Cited: 66
The Development and Testing of the Instructional Beliefs Model
Keith Weber, Matthew M. Martin, Scott A. Myers
Communication Education (2010) Vol. 60, Iss. 1, pp. 51-74
Closed Access | Times Cited: 65
The multiple frames of ‘Chinese’ values: from tradition to modernity and beyond
Steve J. Kulich, Rui Zhang
Oxford University Press eBooks (2012), pp. 241-278
Closed Access | Times Cited: 52
A cross‐cultural comparison of instructor communication in American and German classrooms
K. David Roach, Paul R. Byrne
Communication Education (2001) Vol. 50, Iss. 1, pp. 1-14
Closed Access | Times Cited: 69
The importance of being human: Instructors' personal presence in distance programs
Andrea Reupert, Darryl Maybery, Kent Patrick, et al.
International journal on teaching and learning in higher education (2009) Vol. 21, Iss. 1, pp. 47-56
Closed Access | Times Cited: 49
Instructors' Positive Emotions: Effects on Student Engagement and Critical Thinking in U.S. and Chinese Classrooms
Qin Zhang, Jibiao Zhang
Communication Education (2013) Vol. 62, Iss. 4, pp. 395-411
Closed Access | Times Cited: 39
Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey
Gönül SAKİZ
Research in Science & Technological Education (2017) Vol. 35, Iss. 1, pp. 108-129
Closed Access | Times Cited: 38
Constructing and Validating a Teacher Immediacy Scale: A Chinese Perspective This article was derived from the first author's dissertation, directed by the second author. An earlier version of this paper received the Top Paper Award from the Instructional Development Division at the 2005 National Communication Association Convention in Boston. We thank Drs. Brad Hall, Jack Condon, and Judith Good for their constructive feedback
Qin Zhang, John Oetzel
Communication Education (2006) Vol. 55, Iss. 2, pp. 218-241
Closed Access | Times Cited: 55
Teachers’ Nonverbal Behavior and its Effects on Students
Elisha Babad
Springer eBooks (2007), pp. 201-261
Closed Access | Times Cited: 48
Fostering Nonverbal Immediacy and Teacher Identity through an Acting Course in English Teacher Education
Kemal Sinan Özmen
˜The œAustralian journal of teacher education (2010) Vol. 35, Iss. 6
Open Access | Times Cited: 37
A Comparison of the Relationship Between Instructor Nonverbal Immediacy and Teacher Credibility in Brazilian and U.S. Classrooms
Vincent Santilli, Ann Neville Miller, James A. Katt
Communication Research Reports (2011) Vol. 28, Iss. 3, pp. 266-274
Closed Access | Times Cited: 34
The relationship between college student information‐seeking behaviors and perceived instructor verbal behaviors
Scott A. Myers, Ronda L. Knox
Communication Education (2001) Vol. 50, Iss. 4, pp. 343-356
Closed Access | Times Cited: 56
Teacher Immediacy Scales: Testing for Validity Across Cultures
Qin Zhang, John Oetzel, Xiaofang Gao, et al.
Communication Education (2007) Vol. 56, Iss. 2, pp. 228-248
Closed Access | Times Cited: 42
A Cross-Cultural Investigation of Student Resistance in College Classrooms: The Effects of Teacher Misbehaviors and Credibility
Qin Zhang, Jibiao Zhang, Ana-Alyse Castelluccio
Communication Quarterly (2011) Vol. 59, Iss. 4, pp. 450-464
Closed Access | Times Cited: 32
Measurement in Instructional Communication Research: A Decade in Review
Joseph P. Mazer, Elizabeth E. Graham
Communication Education (2015) Vol. 64, Iss. 2, pp. 208-240
Closed Access | Times Cited: 28
Are International Students Quiet in Class? The Influence of Teacher Confirmation on Classroom Apprehension and Willingness to Talk in Class
Chia‐Fang Hsu, I. Huang
Journal of International Students (2017) Vol. 7, Iss. 1, pp. 38-52
Open Access | Times Cited: 28
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