Abstract
Teacher behaviors have an impact on student engagement. This study examined the relation between teacher self-disclosure and student motives to communicate in the classroom. Three dimensions of teacher self-disclosure were studied: amount, relevance, and negativity. Results indicated that (a) the teacher self-disclosure dimension of negativity was related to the relational, participatory, excuse-making, and sycophancy motives; and (b) the amount and relevance dimensions of teacher self-disclosure were related to the functional and participatory motives.
Notes
Note. Wilks's Λ = .66, F(15, 685) = 7.30, p < .001 (Rc1 = .54, Rc2 = .22).
∗p < .05. ∗∗p < .001.