Teacher Self-Disclosure and Student Classroom Participation Revisited

Cathrine Wambach, Thomas Brothen

Research output: Contribution to journalArticlepeer-review

28 Scopus citations

Abstract

Objective observations of 22 classes across a variety of disciplines call into question Goldstein and Benassi's (1994) self report data suggesting that teacher self-disclosure may increase student participation. We found no relation between teacher self-disclosure and several measures of student participation, but self-disclosure did relate to other teacher behaviors. Class structure was a much more important determinant of student participation.

Original languageEnglish (US)
Pages (from-to)262-263
Number of pages2
JournalTeaching of Psychology
Volume24
Issue number4
DOIs
StatePublished - Oct 1997

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