UGC NET Questions (Paper – 1)

Credibility in communication theory depends largely on perceived expertise and trustworthiness of the source. A teacher who understands the subject deeply, explains concepts accurately, admits uncertainties and treats students fairly is seen as both competent and honest. This combination makes learners more willing to trust and accept the teacher’s messages.

Option A:
Option A describes limited knowledge with high entertainment value. While entertainment may attract attention, lack of subject expertise weakens credibility because students doubt the accuracy of information.

Option B:
Option B is correct because it brings together expertise, honesty and fairness—classic dimensions of source credibility in educational contexts—and encourages students to view the teacher as knowledgeable and ethically reliable.

Option C:
Option C, exaggerating facts to impress, undermines trust once students detect inconsistencies or inaccuracies.

Option D:
Option D, arbitrarily changing grading standards, signals unfairness and unpredictability, which also erode students’ confidence in the teacher’s communication.

Students form impressions of teacher credibility not only from what is said but also from how it is said. A steady, upright posture, purposeful movement and direct but respectful eye contact communicate confidence and control of the subject. When these cues align with accurate content and fair behaviour, students are more likely to view the teacher as knowledgeable and trustworthy.

Option A:
Option A falsely claims that nonverbal behaviour has no effect. Research shows that body language, tone and facial expressions strongly shape perceptions of competence and sincerity.

Option B:
Option B is correct because confident, consistent posture and appropriate eye contact reinforce verbal messages and support the credibility dimensions of expertise and trustworthiness.

Option C:
Option C, rapid pacing and fidgeting, usually signal nervousness or lack of preparation, which can lower perceived credibility.

Option D:
Option D, avoiding gestures and expression, may make the teacher appear distant or uninterested, weakening connection and trust rather than strengthening it.

Teacher immediacy refers to verbal and non verbal behaviours that reduce psychological distance between teacher and students. Smiling,open posture and nodding signal warmth,interest and approachability. This cluster invites interaction and makes students feel more comfortable. Hence it communicates immediacy.

Option A:
Hostility would be signalled by closed posture,harsh expressions or avoidance,which is opposite to the description.

Option B:
Immediacy behaviours are consistently linked with greater student motivation and satisfaction,making this option appropriate.

Option C:
Secrecy involves hiding information,not warmth.

Option D:
Formalism implies excessive rigidity and distance,rather than the relaxed openness described.

Kinesics is the study of body movements,posture and gestures as forms of communication. An open posture with relaxed shoulders signals friendliness and approachability. This non verbal code influences how students perceive the teacher. Therefore,the behaviour described falls under kinesics.

Option A:
Proxemics deals with physical distance and personal space between people,not the posture itself. Although distance also matters,here the focus is on body position.

Option B:
Chronemics concerns the use of time in communication,such as pauses or punctuality,which is not central in the stem.

Option C:
Kinesics captures movements and postures,which directly describe the open stance of the teacher,making this option correct.

Option D:
Haptics refers to communication through touch,such as handshakes,which is not mentioned in the example.