The relationships among teachers' self‐disglosive statements, students' perceptions, and affective learning

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Abstract
To develop an understanding of effective teaching in the typical classroom environment from a communication perspective, it is imperative the roles which interpersonal communication behaviors play in this context be understood. Self‐disclosure, a communication behavior known to have considerable impact in other interpersonal contexts, was the focus of this research. Phase 1 of the investigation assessed students’ perceptions of the likelihood of teachers making each of 150 disclosive statements. In the second phase, these statements were used to derive profiles simulating good, neutral, mixed, and poor profile conditions. Results from this study may provide teachers with a checklist which can be used to assess their own types of disclosures to students with an eye toward improving their own effectiveness.