First impression sexual scripts of romantic encounters: Effect of gender on verbal and non verbal immediacy behaviors in American media dating culture

The current study investigates sexual scripts in reality dating shows—in particular, how the gender of the communicator affects the choice of verbal and nonverbal immediacy behaviors aimed at making a first impression. Data were drawn from 331 couples of opposite-sex heterosexual strangers interacting for approximately 30 seconds on two reality dating shows: The Bachelor and The Bachelorette (2012–2019). As a result, a codebook of verbal immediacy cues ( N = 1623) and nonverbal immediacy cues ( N = 3021) was derived. The findings showed that verbal behavior encompassed 11 categories of verbal immediacy cues, while nonverbal behavior included 32 categories of nonverbal immediacy cues. Results also showed gender-related preferences for verbal immediacy behavior; for instance, men were more likely to outline the probability of relationship development and pay compliments; conversely, women were prone to intriguing men to arouse curiosity and interest. As for nonverbal immediacy behavior, men were predisposed to use clothes straightening, while women tended to communicate immediacy through head tilt, shoulder shrug, gaze down, gaze side(s), eyebrow flashes, hand-in-hand, hug, pat, holding hands in front of their bodies, and hair grooming. Nonetheless, the similarities between men and women were found to be greater than the differences. These findings could have wide-reaching implications for theorizing on social and cultural norms, gender stereotypes, and traditional gender roles in intimate relationships in the form of sexual scripts, along with contributing to the study of reality television.

Examining the Correlation between University Students’ Perceived Teacher Immediacy and their Motivation

This descriptive correlational study was intended to explore the relationship between university students’ perceived teacher immediacy and their motivation. 800 students were selected from eight different universities of district Lahore through a multi-stage stratified random sampling method. Out of the selected, 726 participants responded on adapted Verbal Immediacy Behaviors (VIB), Revised Nonverbal Immediacy Measures (RNIM), and Students Motivation Scale (SMS). Independent sample t-tests’ results exhibited no significant gender-based or sector-wise difference in perceived teacher immediacy and motivation level of students. However, the correlational evidence showed a strong correlation between verbal, nonverbal, overall teacher immediacy, and student motivation. Results suggest that teacher immediacy functions as a means of enhancing the motivation of a student, based on this fact, the researchers suggest that content to promote teacher immediacy should be added in teacher education curricula.

Nonverbal Immediacy in Teaching Process: A Case Study in Secondary Education

Communication holds a leading position in education and more specifically in the learning process. Especially the communication which takes place between teacher and student is one of the most important skills in education. If teaching communication is well established, pedagogical relationships are promoted and a positive pedagogical environment is created. Within this framework this article aims at pointing out the positive impact of the teacher’s nonverbal immediacy in the teaching and learning processes. Teaching immediacy is a powerful learning incentive and renders the learning process more efficient. The results of a case study examining nonverbal immediacy of the secondary education teachers of an Upper Secondary General Education School (Lyceum) are presented.

Nonverbal Immediacy Mediates the Relationship Between Interpersonal Motives and Belongingness

While belongingness is a predictor of mental and physical health, the lack of social bonds is an issue for many people in occidental countries. This issue calls for global and affordable solutions. In this study, we notably investigated (a) the presumed positive relationships between agentic and communal interactional motives and belongingness, and (b) the mediating role of self-reported non-verbal immediacy—an indicator of availability to interact—in these relationships. Cross-sectional and longitudinal data were collected by means of questionnaires to test these hypotheses (NCrossectional = 344; NLongitudinal = 126) using the General Belongingness Scale, the Non-verbal Immediacy Scale, and the Bem Sex Role Inventory. Results supported the hypotheses: Interpersonal motives and non-verbal immediacy are associated cross-sectionally to belongingness, non-verbal immediacy mediates the interpersonal motives—belongingness relationship and positive changes in non-verbal immediacy are also related to increased belongingness. Practical and research implications are discussed.