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Communication Education Volume 38, 1989 - Issue 3
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Original Articles

The relationships among teachers' self‐disglosive statements, students' perceptions, and affective learning

Gail Sorensen Associate Professor in the Department of Communication Arts and Sciences, California State University, Fresno, CA, 93740–0046
Pages 259-276 | Published online: 18 May 2009

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Shaoan Zhang & Daniel Unger. (2024) Exploring mentor self-disclosure in preservice teachers’ field experience. Journal of Education for Teaching 50:1, pages 62-75.
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Stephen M. Kromka & Alan K. Goodboy. (2021) The effects of relevant instructor self-disclosure on student affect and cognitive learning: A live lecture experiment. Communication Education 70:3, pages 266-287.
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Alastair Henry & Cecilia Thorsen. (2021) Teachers’ self-disclosures and influences on students’ motivation: A relational perspective. International Journal of Bilingual Education and Bilingualism 24:1, pages 1-15.
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Kevin C. Knoster & Alan K. Goodboy. (2021) Making content relevant: a teaching and learning experiment with replication. Communication Education 70:1, pages 4-26.
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Cathlin V. Clark-Gordon & Alan K. Goodboy. (2020) Instructor Self-Disclosure and Third-Party Generated Warrants: Student Perceptions of Professor Social Media Use. Western Journal of Communication 84:1, pages 79-97.
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Robert J. Sidelinger & Nicholas T. Tatum. (2019) Instructor Humor as a Moderator of Instructors’ Inappropriate Conversations and Instructional Dissent. College Teaching 67:2, pages 120-129.
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James P. Baker, Cathlin V. Clark-Gordon & Scott A. Myers. (2019) Using emotional response theory to examine dramatic teaching behaviors and student approach–avoidance behaviors. Communication Education 68:2, pages 193-214.
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Noushin Safaei & Mohsen Shahrokhi. (2019) Relationship between teacher self-disclosure and teaching style: Perception of EFL teachers. Cogent Education 6:1.
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Angela M. Hosek & Rachel Presley. (2018) College Student Perceptions of The (In)Appropriateness and Functions of Teacher Disclosure. College Teaching 66:2, pages 63-72.
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Renee Kaufmann & Brandi N. Frisby. (2017) Dimensions of Instructor Disclosure: Implications for Rhetorical and Relational Goals of Instruction. Communication Research Reports 34:3, pages 221-229.
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Zachary W. Goldman, Gregory A. Cranmer, Michael Sollitto, Sara Labelle & Alexander L. Lancaster. (2017) What do college students want? A prioritization of instructional behaviors and characteristics. Communication Education 66:3, pages 280-298.
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Dana Borzea & Alan K. Goodboy. (2016) When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest. Communication Studies 67:5, pages 548-566.
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Robert J. Sidelinger, Meghan C. Nyeste, Paul E. Madlock, Janice Pollak & Jon Wilkinson. (2015) Instructor Privacy Management in the Classroom: Exploring Instructors’ Ineffective Communication and Student Communication Satisfaction. Communication Studies 66:5, pages 569-589.
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Marjorie M. Buckner & Brandi N. Frisby. (2015) Feeling Valued Matters: An Examination of Instructor Confirmation and Instructional Dissent. Communication Studies 66:3, pages 398-413.
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Zac D. Johnson & Sara LaBelle. (2015) Examining the Role of Self-Disclosure and Connectedness in the Process of Instructional Dissent: A Test of the Instructional Beliefs Model. Communication Education 64:2, pages 154-170.
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Robert J. Sidelinger & Derek M. Bolen. (2015) Compulsive Communication in the Classroom: Is the Talkaholic Teacher a Misbehaving Instructor?. Western Journal of Communication 79:2, pages 174-196.
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Raymond W. Preiss & Lawrence R. Wheeless. (2014) Perspectives on Instructional Communication's Historical Path to the Future. Communication Education 63:4, pages 308-328.
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AlanK. Goodboy, ShannonT. Carton, ZacharyW. Goldman, TimothyA. Gozanski, WilliamJ. C. Tyler & NicoleR. Johnson. (2014) Discouraging Instructional Dissent and Facilitating Students' Learning Experiences Through Instructor Self-Disclosure. Southern Communication Journal 79:2, pages 114-129.
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Jehad Imlawi & Dawn Gregg. (2014) Engagement in Online Social Networks: The Impact of Self-Disclosure and Humor. International Journal of Human–Computer Interaction 30:2, pages 106-125.
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Ann Neville Miller, James A. Katt, Tim Brown & Stephen A. Sivo. (2014) The Relationship of Instructor Self-Disclosure, Nonverbal Immediacy, and Credibility to Student Incivility in the College Classroom. Communication Education 63:1, pages 1-16.
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Renee Kaufmann & Derek Lane. (2014) Examining communication privacy management in the middle school classroom: perceived gains and consequences. Educational Research 56:1, pages 13-27.
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Paul Schrodt. (2013) Content Relevance and Students' Comfort with Disclosure as Moderators of Instructor Disclosures and Credibility in the College Classroom. Communication Education 62:4, pages 352-375.
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BrandiN. Frisby & RobertJ. Sidelinger. (2013) Violating Student Expectations: Student Disclosures and Student Reactions in the College Classroom. Communication Studies 64:3, pages 241-258.
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SeanM. Horan, MatthewM. Martin & Keith Weber. (2012) Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages. Communication Quarterly 60:2, pages 210-233.
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Li Li, JosephP. Mazer & Ran Ju. (2011) Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility. Communication Education 60:4, pages 461-478.
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RebeccaA. DiVerniero & AngelaM. Hosek. (2011) Students' Perceptions and Communicative Management of Instructors' Online Self–Disclosure. Communication Quarterly 59:4, pages 428-449.
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ScottA. Myers, Maria Brann & Members of Comm 600. (2009) College Students' Perceptions of How Instructors Establish and Enhance Credibility Through Self-Disclosure. Qualitative Research Reports in Communication 10:1, pages 9-16.
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AngelaM. Hosek & Jason Thompson. (2009) Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures. Communication Education 58:3, pages 327-349.
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AlanK. Goodboy, MatthewM. Martin & San Bolkan. (2009) The Development and Validation of the Student Communication Satisfaction Scale. Communication Education 58:3, pages 372-396.
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JosephP. Mazer, RichardE. Murphy & CheriJ. Simonds. (2009) The effects of teacher self‐disclosure via Facebook on teacher credibility. Learning, Media and Technology 34:2, pages 175-183.
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ScottA. Myers, SeanM. Horan, CarrieD. Kennedy-Lightsey, PaulE. Madlock, RobertJ. Sidelinger, Kerry Byrnes, Brandi Frisby & DanielH. Mansson. (2009) The Relationship Between College Students' Self-Reports of Class Participation and Perceived Instructor Impressions. Communication Research Reports 26:2, pages 123-133.
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JacobL. Cayanus, MatthewM. Martin & AlanK. Goodboy. (2009) The Relation Between Teacher Self-Disclosure and Student Motives to Communicate. Communication Research Reports 26:2, pages 105-113.
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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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JasonJ. Teven. (2007) Teacher Caring and Classroom Behavior: Relationships with Student Affect and Perceptions of Teacher Competence and Trustworthiness. Communication Quarterly 55:4, pages 433-450.
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JosephP. Mazer, RichardE. Murphy & CheriJ. Simonds. (2007) I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate. Communication Education 56:1, pages 1-17.
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Anne Larson. (2006) Student perception of caring teaching in physical education. Sport, Education and Society 11:4, pages 337-352.
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PaulD. Turman & Paul Schrodt. (2006) Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation. Communication Education 55:3, pages 265-279.
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PamelaJ. Lannutti & ElenaC. Strauman. (2006) Classroom Communication: The Influence of Instructor Self-disclosure on Student Evaluations. Communication Quarterly 54:1, pages 89-99.
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ScottA. Myers, MatthewM. Martin & JenniferL. Knapp. (2005) Perceived Instructor In-class Communicative Behaviors As a Predictor of Student Participation in Out of Class Communication. Communication Quarterly 53:4, pages 437-450.
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Anne Larson & StephenJ. Silverman. (2005) Rationales and practices used by caring physical education teachers. Sport, Education and Society 10:2, pages 175-193.
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JacobL. Cayanus & MatthewM. Martin. (2004) An instructor self‐disclosure scale. Communication Research Reports 21:3, pages 252-263.
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Paul L. Witt , Lawrence R. Wheeless & Mike Allen. (2004) A meta‐analytical review of the relationship between teacher immediacy and student learning. Communication Monographs 71:2, pages 184-207.
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NicoleD. Dobransky & Ann Bainbridge Frymier. (2004) Developing teacher‐student relationships through out of class communication. Communication Quarterly 52:3, pages 211-223.
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JasonJ. Teven & TrudyL. Hanson. (2004) The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly 52:1, pages 39-53.
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Paul D. Turman. (2003) Athletic Coaching from an Instructional Communication Perspective: The Influence of Coach Experience on High School Wrestlers' Preferences and Perceptions of Coaching Behaviors Across a Season. Communication Education 52:2, pages 73-86.
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Scott Myers, Matthew Martin & Timothy Mottet. (2002) Students' Motives for Communicating with their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender. Communication Education 51:2, pages 121-133.
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ScottA. Myers & RondaL. Knox. (2001) The relationship between college student information‐seeking behaviors and perceived instructor verbal behaviors. Communication Education 50:4, pages 343-356.
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S. A. Stearns. (2001) The Student-Instructor Relationship's Effect on Academic Integrity. Ethics & Behavior 11:3, pages 275-285.
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Ann Bainbridge Frymier & MarianL. Houser. (2000) The teacher‐student relationship as an interpersonal relationship. Communication Education 49:3, pages 207-219.
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MatthewM. Martin, ScottA. Myers & TimothyP. Mottet. (1999) Students’ motives for communicating with their instructors. Communication Education 48:2, pages 155-164.
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KevinB. Wright & JuliannC. Scholl. (1999) Heuristic‐systematic processing in the classroom. Communication Research Reports 16:2, pages 203-212.
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ScottA. Myers & RondaL. Knox. (1999) Verbal aggression in the college classroom: Perceived instructor use and student affective learning. Communication Quarterly 47:1, pages 33-45.
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ScottA. Myers, Mei Zhong & Shijie Guan. (1998) Instructor immediacy in the Chinese college classroom. Communication Studies 49:3, pages 240-254.
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ScottA. Myers. (1998) Instructor socio‐communicative style, argumentativeness, and verbal aggressiveness in the college classroom. Communication Research Reports 15:2, pages 141-150.
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VincentR. Waldron & Robert Miller. (1998) Personalizing AIDS risk through self disclosure: Implications for peer‐based prevention programs. Communication Research Reports 15:1, pages 99-112.
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ScottA. Myers. (1995) Student perceptions of teacher affinity‐seeking and classroom climate. Communication Research Reports 12:2, pages 192-199.
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DavidS. Fusani. (1994) “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom. Journal of Applied Communication Research 22:3, pages 232-255.
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SallyJ. Perkins. (1994) Toward a rhetorical/dramatic theory of instructional communication. Communication Education 43:3, pages 222-235.
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Jo Anna Grant, PaulE. King & RalphR. Behnke. (1994) Compliance‐gaining strategies, communication satisfaction, and willingness to comply. Communication Reports 7:2, pages 99-108.
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Ann Bainbridge Frymier. (1994) A model of immediacy in the classroom. Communication Quarterly 42:2, pages 133-144.
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ConnieJ. Conlee, Jane Olvera & NancyN. Vagim. (1993) The relationships among physician nonverbal immediacy and measures of patient satisfaction with physician care. Communication Reports 6:1, pages 25-33.
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JonF. Nussbaum. (1992) Effective teacher behaviors. Communication Education 41:2, pages 167-180.
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RobertG. Powell & Barbara Harville. (1990) The effects of teacher immediacy and clarity on instructional outcomes: An intercultural assessment. Communication Education 39:4, pages 369-379.
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