Research article | Open Access
International Journal of Educational Researchers 2025, Vol. 16(4) 41-59
An Investigation into the Effects of Perceived Teacher Immediacy Behaviors on Students' Academic and Affective Variables
pp. 41 - 59
Publish Date: December 12, 2025 | Single/Total View: 27/18 | Single/Total Download: 38/23
Abstract
This research aims to investigate the relationships between middle and high school students' perceptions of teacher proximity behaviors and their mathematics anxiety, class participation levels, and academic achievement, supported by student perspectives. Utilizing a relational screening model within a general survey design, data were collected from a total of 485 students (217 middle school, 268 high school) in the Burhaniye district of Balıkesir, Turkey. The data collection instruments included the "Teacher Immediacy Behaviors Scale," the "Mathematics Anxiety Scale," and the "Classroom Engagement Level Scale." Data were analyzed using SPSS 23.0, and normality tests confirmed the suitability of parametric tests. Correlation analysis was employed to examine relationships, independent samples t-tests were used to determine gender differences, and ANOVA was applied to analyze differences among multiple groups. Finally, an open-ended question was posed to 88 students to ascertain whether their mathematics-related anxiety and class participation were perceived as being associated with their feelings of teacher proximity. The study revealed that as the educational level progresses, perceived teacher immediacy and classroom engagement decrease, while mathematics anxiety increases. Furthermore, significant relationships were found between teacher immediacy and both mathematics anxiety and classroom engagement. It was also determined that teacher and student gender, along with class size, significantly influence perceived teacher immediacy. The data of open ended analysis strongly suggests that a teacher's perceived closeness, when interpreted as supportive and caring, significantly mitigates math anxiety and fosters greater classroom engagement for the majority of students. This research is expected to contribute to the existing literature and re-emphasize the importance of the teacher factor in education.
Keywords: Keywords: Teacher Immediacy Behaviors, Values Education, Anxiety, Classroom Engagement
APA 7th edition
Oral, S.C. (2025). An Investigation into the Effects of Perceived Teacher Immediacy Behaviors on Students' Academic and Affective Variables. International Journal of Educational Researchers, 16(4), 41-59.
Harvard
Oral, S. (2025). An Investigation into the Effects of Perceived Teacher Immediacy Behaviors on Students' Academic and Affective Variables. International Journal of Educational Researchers, 16(4), pp. 41-59.
Chicago 16th edition
Oral, Sati Ceylan (2025). "An Investigation into the Effects of Perceived Teacher Immediacy Behaviors on Students' Academic and Affective Variables". International Journal of Educational Researchers 16 (4):41-59.
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