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The Effects of Relevant Instructor Self-Disclosure on Student Affect and Cognitive Learning: A Live Lecture Experiment
- Source :
-
Communication Education . 2021 70(3):266-287. - Publication Year :
- 2021
-
Abstract
- The purpose of this teaching experiment was to examine the causal effect of relevant (compared to irrelevant) instructor self-disclosure on student affect and cognitive learning. Undergraduate students (N = 288) were randomly assigned to a 19-minute classroom lecture with an instructor who taught the same lesson but self-disclosed either relevant or irrelevant information while teaching. Results indicated that relevant instructor self-disclosure increased student affect in students' likelihood to enroll with the instructor again but did not influence students' general affect toward the instructor. Findings also revealed a direct effect of self-disclosure relevance on students' test scores; on average, students scored 8.42% higher on a short-term recall test compared to students in the irrelevant self-disclosure condition, controlling for lesson coherence. Practical implications are provided for how instructors might use relevant self-disclosures in their teaching.
Details
- Language :
- English
- ISSN :
- 0363-4523
- Volume :
- 70
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Communication Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1298998
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/03634523.2021.1900583