College students' perception of self-disclosure in the student-instructor relationship

College teaching.;Self-disclosure.;Teacher-student relationships.;College students--Attitudes.

Wiedenhoeft, Jason S.Penington, Barbara ;

University of Wisconsin--Whitewater

关键词: College teaching.;    Self-disclosure.;    Teacher-student relationships.;    College students--Attitudes.;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/79387/Wiedenhoeft2007.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

A communication construct that relates to student-instructor interaction, both inside and outside of the classroom environment, is self-disclosure. Self-disclosure occurs when an individual tells another individual about him- or herself (Rosenfeld, 1979). This information is typically of a personal nature and not always made available to other individuals. This study used both quantitative and qualitative methods of research to examine the perceptions students have of instructors who self-disclose. Data from a total of four focus groups were used to better understand students’ perceptions and suggest differences in perception that might exist between 4-year university and 2-year college students. Findings of the study focused primarily on self-disclosure as impacting change in the student-instructor relationship, student comfort levels in the classroom, use of instructor self-disclosure by students for personal advancement, and positive perceptions of self-disclosure. The study concludes that students from 4-year university focus groups perceive differences in self-disclosure from instructors across different academic disciplines. Finally, students from 2-year college focus groups generally viewed instructor self-disclosure more positively than students from the 4-year university groups.