Literaturnachweis - Detailanzeige
| Autor/inn/en | Kromka, Stephen M.; Goodboy, Alan K. |
|---|---|
| Titel | The Effects of Relevant Instructor Self-Disclosure on Student Affect and Cognitive Learning: A Live Lecture Experiment |
| Quelle | In: Communication Education, 70 (2021) 3, S.266-287 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0363-4523 |
| DOI | 10.1080/03634523.2021.1900583 |
| Schlagwörter | Self Disclosure (Individuals); Affective Behavior; Relevance (Education); Undergraduate Students; Teacher Effectiveness; Teacher Student Relationship; Academic Achievement |
| Abstract | 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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