Date of Graduation
2002
Document Type
Thesis
Degree Type
MA
College
Eberly College of Arts and Sciences
Department
Communication Studies
Committee Chair
Mathew M. Martin
Committee Member
Scott A. Myers
Committee Member
Keith D. Weber
Abstract
The concept of teacher self-disclosure has been studied using a variety of methods. A review of teacher self-disclosure literature found that operationalization of teacher self disclosure had yet to be agreed upon by researchers. This thesis applied a new teacher self-disclosure scale developed primarily for this research. It was hypothesized teacher self-disclosure would be related to (1) the student motives of functional, relational, and participatory, (2) class participation, (3) affect for class, (4) affect for teacher, and (5) relational certainty. Analysis of data collected show teacher self-disclosure mildly correlated with the student motive of relational and student participation, but was not correlated with affect for class or teacher, relational certainty, or the student motives of functional and participatory.
Recommended Citation
Cayanus, Jacob L., "The relationships between teacher self-disclosure, student motives, student affect, relational certainty, and student participation." (2002). Graduate Theses, Dissertations, and Problem Reports. 11048.
https://researchrepository.wvu.edu/etd/11048