Student perceptions of presenter self-disclosure in the college classroom based on perceived status differentials

1989 ◽  
Vol 14 (2) ◽  
pp. 153-163 ◽  
Author(s):  
Laurel Klinger-Vartabedian ◽  
Kathleen M. O'Flaherty
Keyword(s):  
Student Perceptions ◽  
College Classroom ◽  
Self Disclosure

scholarly journals Incorporating Spirituality in the Classroom

2021 ◽  
Vol 2 (1) ◽  
pp. 0-0
Keyword(s):  
Experimental Design ◽  
Student Perceptions ◽  
Statistical Tests ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Experimental Conditions ◽  
Self Disclosure ◽  
Pedagogical Training ◽  
Quasi Experimental ◽  
Faith And Learning

This study tested the extent to which professors could be trained to help enhance students’ experiences of spirituality in their classes. Three areas of focus that may be important to incorporating spirituality into the classroom were identified in the integration of faith and learning literature: 1) Professor Self-Disclosure, 2) Intellectual Connections, and 3) Interpersonal Connections. In a quasi-experimental design, two professors were trained to incorporate these focus areas into four experimental conditions. A sample of 203 student participants attended different teaching conditions and rated their perception of the teaching quality. Statistical tests revealed that professor ratings on General Teaching Skills and Spirituality greatly improved after training; however, ratings also depended on the professor. Results indicated that applying such a pedagogical training can be a useful tool in educating faculty to successfully incorporate spirituality in the classroom and improve student perceptions of their general teaching skills.

Motivation in the College Classroom: What Students Tell Us

1989 ◽  
Vol 16 (2) ◽  
pp. 86-88 ◽  
Author(s):  
Edmund J. Sass
Keyword(s):  
Student Perceptions ◽  
College Classroom ◽  
Classroom Activity ◽  
High Motivation ◽  
College Classes

This article discusses student perceptions of those college classes likely to result in high and low classroom motivation. Eight characteristics of classes in which students had high motivation are identified; students ranked enthusiasm, relevance, and organization as being most important. The classroom activity used to gather this information is also described.

Students' Self-Disclosure in the College Classroom

1998 ◽  
Vol 83 (3) ◽  
pp. 1067-1070 ◽  
Author(s):  
Scott A. Myers
Keyword(s):  
College Students ◽  
The Self ◽  
College Classroom ◽  
Self Disclosure

This study examined how college students (61 men, 72 women) differed in the breadth and the depth of self-disclosure when interacting with their instructors and their classmates as inferred from responses to the 25-item Self-disclosure Questionnaire of Jourard. For each item, respondents indicated the Breadth (the number of topics) and the Depth (the intimacy of the topic). Students reported a higher Breadth of self-disclosure with their classmates than with their instructors on 9 of the 25 items, but there were no significant differences for Depth of students' self-disclosure. These findings suggest that students are more apt to self-disclose with classmates rather than instructors but the self-disclosure may not be intimate.

scholarly journals Incorporating Spirituality in the Classroom

2021 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Matthew A. Hiatt ◽  
Jeffrey S. Reber ◽  
Alan L. Wilkins ◽  
Jillian Ferrell
Keyword(s):  
Experimental Design ◽  
Student Perceptions ◽  
Statistical Tests ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Experimental Conditions ◽  
Self Disclosure ◽  
Pedagogical Training ◽  
Quasi Experimental ◽  
Faith And Learning

This study tested the extent to which professors could be trained to help enhance students’ experiences of spirituality in their classes. Three areas of focus that may be important to incorporating spirituality into the classroom were identified in the integration of faith and learning literature: 1) Professor Self-Disclosure, 2) Intellectual Connections, and 3) Interpersonal Connections. In a quasi-experimental design, two professors were trained to incorporate these focus areas into four experimental conditions. A sample of 203 student participants attended different teaching conditions and rated their perception of the teaching quality. Statistical tests revealed that professor ratings on General Teaching Skills and Spirituality greatly improved after training; however, ratings also depended on the professor. Results indicated that applying such a pedagogical training can be a useful tool in educating faculty to successfully incorporate spirituality in the classroom and improve student perceptions of their general teaching skills.

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