A Study of Hispanic Students' Perceptions of Homophily and Immediacy and Their Relationships to Perceived Affective Learning and Content Relevance

Abstract

The study investigated the relationships between Hispanic students' perceptions of instructors' homophily and nonverbal immediacy behaviors and their perceptions of affective learning and content relevance. Utilizing convenience sampling, 141 Hispanic students completed a series of self-report scales. Multiple regression analysis found a significant relationship among these measures. Results further indicate that as students' perceptions of immediacy and attitude homophily increased, perceptions of affective learning and content relevance were enhanced.