Author： Overton-Healy Julia
Publisher： James Nicholas Publishers
ISSN： 1323-577X
Source： Educational Practice and Theory, Vol.17, Iss.2, 1995-01, pp. : 71-77
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Abstract
The article presents salient findings culled from empirical research efforts on learning theory, motivational factors and teacher communication styles. Specific discussion areas include the impact of teacher clarity, compliance gaining strategies, and immediacy behaviours on student motivation levels and task engagement behaviour, which ultimately influence learning outcomes.
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