ERIC Number: EJ1298998
Record Type: Journal
Publication Date: 2021
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0363-4523
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Available Date: N/A
The Effects of Relevant Instructor Self-Disclosure on Student Affect and Cognitive Learning: A Live Lecture Experiment
Kromka, Stephen M.; Goodboy, Alan K.
Communication Education, v70 n3 p266-287 2021
The purpose of this teaching experiment was to examine the causal effect of relevant (compared to irrelevant) instructor self-disclosure on student affect and cognitive learning. Undergraduate students (N = 288) were randomly assigned to a 19-minute classroom lecture with an instructor who taught the same lesson but self-disclosed either relevant or irrelevant information while teaching. Results indicated that relevant instructor self-disclosure increased student affect in students' likelihood to enroll with the instructor again but did not influence students' general affect toward the instructor. Findings also revealed a direct effect of self-disclosure relevance on students' test scores; on average, students scored 8.42% higher on a short-term recall test compared to students in the irrelevant self-disclosure condition, controlling for lesson coherence. Practical implications are provided for how instructors might use relevant self-disclosures in their teaching.
Descriptors: Self Disclosure (Individuals), Affective Behavior, Relevance (Education), Undergraduate Students, Teacher Effectiveness, Teacher Student Relationship, Academic Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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Author Affiliations: N/A