The Relation Between Teacher Self-Disclosure and Student Motives to Communicate

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.

Keywords:

• Classroom Communication
• Student Motives
• Teacher Self-Disclosure

Notes

Note. Wilks's Λ = .66, F(15, 685) = 7.30, p < .001 (Rc₁ = .54, Rc₂ = .22).

∗p < .05. ∗∗p < .001.

Additional information

Notes on contributors

Jacob L. Cayanus

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

Matthew M. Martin

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

Alan K. Goodboy

Alan K. Goodboy (PhD, West Virginia University, 2007) is an assistant professor in the Department of Communication Studies at Bloomsburg University of Pennsylvania.