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dc.contributor.advisorPenington, Barbara
dc.contributor.authorWiedenhoeft, Jason S.
dc.date.accessioned2019-10-01T19:59:14Z
dc.date.available2019-10-01T19:59:14Z
dc.date.issued2007-12-10
dc.identifier.urihttp://digital.library.wisc.edu/1793/79387
dc.descriptionThis file was last viewed in Adobe Acrobat Pro.en_US
dc.description.abstractA 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.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin--Whitewateren_US
dc.subjectCollege teaching.en_US
dc.subjectSelf-disclosure.en_US
dc.subjectTeacher-student relationships.en_US
dc.subjectCollege students--Attitudes.en_US
dc.titleCollege students' perception of self-disclosure in the student-instructor relationshipen_US
dc.typeThesisen_US


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