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The Interaction Effect of Teacher Self-Disclosure Valence and Relevance on Student Motivation, Teacher Liking, and Teacher Immediacy

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Abstract:

The current study examined the potential interaction effect between two dimensions of teacher self-disclosure on student motivation, teacher liking, and teacher immediacy. A 2x2 factorial experimental design was utilized in which these two dimensions, valence (positive/negative) and relevance (relevant/irrelevant), were manipulated. A total of 320 participants were randomly assigned to one of the four experimental conditions. The results indicated a main effect of valence with each of the outcome variables. Limitations and implications are discussed.

Most Common Document Word Stems:

teacher (255), disclosur (214), self (206), self-disclosur (184), student (168), communic (90), relev (86), motiv (78), posit (70), m (68), studi (59), research (57), immediaci (55), use (50), item (49), condit (47), valenc (47), j (47), effect (44), like (43), perceiv (41),

Author's Keywords:

Instructional, teacher, instructor, education, student, professor, learning
Convention
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Association:
Name: NCA 94th Annual Convention
URL:
http://www.natcom.org


Citation:
URL: http://citation.allacademic.com/meta/p255748_index.html
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MLA Citation:

Hill, Jennifer., Ah Yun, Kimo. and Lindsey, Lisa. "The Interaction Effect of Teacher Self-Disclosure Valence and Relevance on Student Motivation, Teacher Liking, and Teacher Immediacy" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, Nov 20, 2008 <Not Available>. 2014-11-30 <http://citation.allacademic.com/meta/p255748_index.html>

APA Citation:

Hill, J. B., Ah Yun, K. and Lindsey, L. , 2008-11-20 "The Interaction Effect of Teacher Self-Disclosure Valence and Relevance on Student Motivation, Teacher Liking, and Teacher Immediacy" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA Online <PDF>. 2014-11-30 from http://citation.allacademic.com/meta/p255748_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The current study examined the potential interaction effect between two dimensions of teacher self-disclosure on student motivation, teacher liking, and teacher immediacy. A 2x2 factorial experimental design was utilized in which these two dimensions, valence (positive/negative) and relevance (relevant/irrelevant), were manipulated. A total of 320 participants were randomly assigned to one of the four experimental conditions. The results indicated a main effect of valence with each of the outcome variables. Limitations and implications are discussed.


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Teacher-Student Relationships: The Effects of Student Motives, Relationship Development, and Communication on Student Learning


 
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