Teacher Self-Disclosure: Amount, Relevance, and Negativity

Abstract

This study focused on teacher self-disclosure in the classroom and the introduction of a measure that encompasses three dimensions of teacher self-disclosure: amount, relevance, and valence. Although other measures of self-disclosure exist, including a unidimensional scale for quantity of teacher self-disclosure, past research indicated that teacher self-disclosure entails more than just the amount. Specifically, we determined that relevance and valence are important dimensions of teacher self-disclosure. Additionally, the three dimensions of teacher self-disclosure related to course affect, affect for the instructor, student motivation, teacher clarity, and student interest. The Teacher Self-Disclosure Scale revealed a suitable level of reliability (α = .80 amount; α = .88 relevance; α = .84 negativity) and evidence of criterion validity.

Keywords:

• Affective Learning
• Clarity
• Motivation
• Self-Disclosure

Notes

Note. Amount (eigenvalue = 2.46, 17.6% variance), relevance (eigenvalue = 3.69, 26.3% variance), negativity (eigenvalue = 2.80, 20.1% variance).

Note. ∗p < .05.

^† p < .001; no mark = not significant.

Note. R² = 04 for Step 1; ΔR² = .02 for Step 2.

∗p < .05.

Note. R² = .05 for Step 1; ΔR² = .03 for Step 2; ΔR² = .02 for Step 3.

∗p < .01.

Note. R² = .04 for Step 1; ΔR² = .04 for Step 2.

∗p < .01.

Note. R² = .13 for Step 1; ΔR² = .12 for Step 2.

∗p < .001.

Note. Wilks’ lambda = .70, F (9, 562) = 9.22, p < .001.

Rc1 = .48, Rc2 = .26.

Additional information

Notes on contributors

Jacob L. Cayanus

Jacob L. Cayanus (EdD, West Virginia University, 2005), is an assistant professor in the Department of Rhetoric, Journalism, and Communication Studies, Oakland University, Rochester, Michigan, USA.

Matthew M. Martin

Matthew M. Martin (PhD, Kent State University, 1992) is a professor in the Department of Communication Studies, West Virginia University, Morgantown, West Virginia, USA.