Contrary to the above finding other research has indicated that the main way immediacy interacts with learning is through an affective model of learning (Rodriguez, Plax, & Kearney, 1996). In this model of learning the teachers use of immediate behaviors would increase the students positive attitude toward the subject, which would consequently increase the ability of the student to learn the material the teacher is offering them. In this study, the researchers did separate verbal from nonverbal immediacy to get individual measures of their affect on student learning. In this they found, that the nonverbal immediacy had little impact on the affective learning of the students, but there was a positive correlation between verbal immediacy and affective learning. The authors argue that the affective learning effect is a better way of explaining the immediacy than the motivation state theory that was used above. The reasoning for this is that they both fit the data set, but since the affective model has fewer errors than the state motivation model, therefore the affective model is the better model for the understanding of this phenomenon. Secondly, the affective learning model is better because it is more parsimonious than the state motivation model. Another impact of immediacy that has been researched is its impact on a students willingness to talk in class and on the perceived learning of the student. The researchers found, that verbal immediacy does seem to have an impact on both willingness to talk and on perceived learning of the students (Menzel, & Carrell, 1999). However, this study could find no significant link between the nonverbal immediacy of the teacher and the willingness of the student to talk in class and the student`s perceived learning. In another series of studies, conducted across four different cultures, researchers found that there is indeed a direct and strong correlation between nonverbal immediacy and the affective learning of the individual students (McCroskey, Sallinen, Fayer, & Richmond, et-al, 1996; McCroskey, Richmond, Sallinen, & Fayer, et-al, 1995). The researchers conducted these studies in Australia, Finland, Puerto Rico, and U.S.A., and found that while the results were different from culture to culture there remained a significant correlation between affective learning and nonverbal immediacy, which would tend to indicate that the research is not conclusive across all experiments and indicates that future research is necessary in order to pinpoint exactly if and how nonverbal immediacy affects the learning of the students. While the majority of the research on nonverbal immediacy in the classroom has been directed at the teachers use of nonverbal immediate behaviors, there has been a small body of research on the students use of nonverbal immediate behaviors in the classroom. On such study found that there was a positive correlation between the student`s use of immediate behaviors and the instructor developing a favorable opinion of the student (Baringer,& McCroskey, 2000). Furthermore, the researchers found that the teachers would respond more positively to these students than to students that poor nonverbal immediacy. This tends to create a feedback loop, due to the fact that as the researchers respond more positively they will increase their nonverbal immediate behaviors which will increase the motivation of the student (Christophel, 1990). From this we can draw a tentative conclusion that by increasing the nonverbal immediate behaviors of one side of the speaker-audience dyad, we can increase the overall effectiveness of the interaction. One area of the research that has seemed to be largely ignored is the effect of nonverbal immediacy on the students willingness to deal with the teacher outside of the classroom. One study has dealt specifically with the concept of the speakers nonverbal messages and there impact on the students level of trust and motivation to deal with the teacher (Jaasma, & Koper, 1999). In this study the researchers investigated the effect of both teacher verbal and nonverbal immediacy on the willingness of students to deal with the instructor in an out of classroom communication(OCC). And then how does this affect their overall trust of the instructor and their motivation to perform well in the classroom. From this they found that both verbal and nonverbal immediacy played a role in the students willingness to approach the teacher outside of the classroom. From this they also found that the increased willingness to have relations with the teacher outside of the classroom was positively correlated with the individual students motivation to perform well in the classroom. The verbal immediacy of the instructor was correlated well with both formal and informal contact outside of the classroom. The instructor`s nonverbal immediacy was more heavily correlated with informal contact outside of the classroom. The previous study indicates to us that there is at least some relation between the nonverbal component of a speaker and an audiences (e.g. students) willingness to approach the speaker in a setting other than the classroom. The disadvantages to this study was that it was completely a correlational study, therefore having absolutely no manipulation of an independent variable (e.g. nonverbal communication cues) to see if there is a direct causal link between the nonverbal communication and the willingness of the students to approach the speaker. Therefore, this study proposes to investigate the following research question: is there a direct link between nonverbal immediacy and the students willingness to approach the instructor outside the classroom. 

PARTICIPANTS
The participants consisted of 108 undergraduate students in basic communication and psychology courses, at a medium sized state college in northwestern Missouri. Volunteers were not be paid for participating, though some did receive extra credit, depending on the class professor. All subjects were be treated in accordance with the "Ethical Principles of Psychologist and Code of Conduct."

MATERIALS
The first instrument used was the 10 item Revised Nonverbal Immediacy Measure (McCroskey, Sallinen, Fayer, & Richmond, et-al, 1996). This measurement has been shown to have a good validity coefficient and has been widely used in recent years (McCroskey, Sallinen, Fayer, & Richmond, et-al, 1996). I also included a scale of my own called the Albers Scale of Extracurricular Communication (Appendix A).

PROCEDURE
The research was conducted by first obtaining a videotape of an individuals giving a three to four minute speech on success after college, using very few of the nonverbal behaviors that have been considered to be immediate (i.e. eye contact, voice fluctuations, movement around the room, smile, and gestures). Then the person was taped again using the same speech, but with full use of these nonverbally immediate gestures. One condition was then shown to the participants in a class and they were asked to rate the individual`s performance. This proceeded with each condition being show to at least three classes.