ArticleInternational journal of environmental research and public health2022
Design and Validation of the Non-Verbal Immediacy Scale (NVIS) for the Evaluation of Non-Verbal Language in University Professors.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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3 citing papers in PubMed, 7 citations in OpenAlex.
- The impact of Taekwondo instructors' nonverbal communication on student engagement in liberal arts education: evidence from Chinese universities.Frontiers in psychology · 2025Article
- Non-verbal communication questionnaire: a measure to assess effective interaction.Frontiers in psychology · 2024Article
- Teaching lessons learnt by civil-engineering teachers from the COVID-19 pandemic at the University of Burgos, Spain.PloS one · 2022Article
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Authors and funding
4 authors at 1 institution in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
Knowledge and awareness of how to use non-verbal language is essential for the educational field. For this reason, the aim of this study was to develop a validation that validly and reliably measures the analysis of non-verbal language in university teachers. Content validation was carried out by applying the Delphi technique and through an exploratory and confirmatory analysis. The validity of understanding is given by the application of the scale to 1316 university teachers between 24 and 67 years of age. The initial data collected through the Delphi technique provided some modifications. The final scale, called Non-verbal immediacy, was composed of a total of 26 items that presented satisfactory adjustments in both comprehension and outcome validity. Confirmatory factor analysis determined three dimensions (kinesics, paralanguage, and proxemics). These factors will be a new element for future lines of research related to the teaching-learning process, as high relationships have been demonstrated between non-verbal language and psychosocial aspects implicit in teaching practice, as well as comprehension and student learning.
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