scholarly journals Development of self-disclosure and disclosure-recipient response scales for college students

2002 ◽  
Vol 11 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Aiko Moriwaki ◽  
Shinji Sakamoto ◽  
Yoshihiko Tanno
Keyword(s):  
College Students ◽  
Self Disclosure ◽  
Response Scales

Effects of Sex, Birth Order, Target's Relationship and Target's Sex on Self-Disclosure by College Students

1975 ◽  
Vol 37 (3_suppl) ◽  
pp. 1167-1170 ◽  
Author(s):  
Charles G. Lord ◽  
Wayne F. Velicer
Keyword(s):  
College Students ◽  
Birth Order ◽  
Same Sex ◽  
Self Disclosure

Jourard's Self-disclosure Questionnaire (Jourard & Lasakow, 1958) was administered to 145 college students. Females were significantly more self-disclosing than males and both sexes disclosed more to friends than to siblings, with preference for disclosure to siblings of the same sex but no discrimination by sex in disclosure to friends.

A Personal Construct Approach to Perception of Disclosure Targets

1977 ◽  
Vol 44 (3) ◽  
pp. 791-794 ◽  
Author(s):  
Robert A. Neimeyer ◽  
Greg J. Neimeyer
Keyword(s):  
College Students ◽  
Vantage Point ◽  
Personal Construct ◽  
Personal Constructs ◽  
Self Disclosure ◽  
Friendship Formation ◽  
Significant Support ◽  
Interpretive Framework

Investigating the perception of targets for self-disclosure from the perspective of the psychology of personal constructs, it was predicted that respondents from a mixed-nationality group would (a) characterize friends more than acquaintances in terms of ‘superordinate,’ personality-descriptive dimensions, (b) ‘differentiate’ friends more than acquaintances by extensive application of constructs to them, and (c) ‘polarize’ targets for high disclosure by construing them sharply and meaningfully in terms of personally significant dimensions of meaning. All predictions received significant support for 34 college students ( Mdnage 22 yr.) who responded in writing to a questionnaire. The results suggest the fruitfulness of further examining self-disclosure and friendship formation from a vantage point which emphasizes the perceptual and interpretive framework of an adult person.

Self-Disclosure and Interpersonal Trust: An Exploratory Study

1971 ◽  
Vol 28 (1) ◽  
pp. 235-240 ◽  
Author(s):  
Fred W. Vondracek ◽  
Marilyn J. Marshall
Keyword(s):  
College Students ◽  
Exploratory Study ◽  
Interpersonal Trust ◽  
Target Person ◽  
Self Disclosure ◽  
Specific Target ◽  
Two Samples ◽  
Junior Author ◽  
Trust Scale

The Rotter Interpersonal Trust Scale and a Self-disclosure Questionnaire developed by the junior author were administered to two samples of college students. In the first sample ( N = 54) self-disclosure to a specific target person was related to Interpersonal Trust; in the second sample ( N = 52) it was attempted to tap a more generalized concept of revealingness and to relate it to Interpersonal Trust. Failure to demonstrate the hypothesized relationships is discussed with reference to unsatisfactory conceptualization of the major concepts and their relation to one another, and possible weaknesses in the measurement procedures.

Teachers' Self-Disclosure Sought by College Students

1985 ◽  
Vol 60 (3) ◽  
pp. 783-787 ◽  
Author(s):  
Madeline L. Simpson ◽  
Freda McCombs ◽  
Ellery Sedgwick ◽  
Rosemary Sprague
Keyword(s):  
College Students ◽  
Interpersonal Relationships ◽  
Size Effects ◽  
Classroom Behavior ◽  
Cultural Norms ◽  
Grading Practices ◽  
Small Class ◽  
Self Disclosure ◽  
Personal Traits

Students in Psychology, English, and Natural Science were invited to submit questions for information deemed by them pertinent to success in a course. A 13-category classification of the 1030 items collected from 194 students showed dominance of personal and teacher-related questions. Mean number of questions for upper classmen were consistently lower than those for lower classmen, this being interpreted as a normative and developmental tendency. Types of questions were restricted to cultural norms that centered on personal traits, interests, attitudes, opinions, and work of the target person, rather than on interpersonal relationships, morality, sex, and personal concerns. Analysis of class-size effects indicated that students attending a large class asked significantly more questions than those attending a small class in one of the four categories assessed, grading practices. Lower classmen tended to ask more questions about acceptable classroom behavior than upper classmen.

Sex Differences in the Relationship between Machiavellianism and Self-Disclosure

1978 ◽  
Vol 42 (3) ◽  
pp. 715-721 ◽  
Author(s):  
David E. Domelsmith ◽  
James T. Dietch
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Negative Correlation ◽  
Self Disclosure ◽  
Men And Women ◽  
Willingness To Disclose ◽  
Males And Females ◽  
Individual Achievement ◽  
The Relationship ◽  
Existing Data

Previous research suggests that there should be a negative correlation between Machiavellianism (Mach) and willingness to reveal things about oneself. However, existing data are unclear and contradictory, especially regarding differences between males and females. College students (48 male, 77 female) completed measures of both Machiavellianism and self-disclosure, and the two sets of scores were correlated. As expected, Mach was significantly correlated with unwillingness to self-disclose among males. For the females, however, Mach was significantly correlated with willingness to disclose. The two correlations are significantly different. Culturally defined differences in the goals of men and women may account for the results. According to current stereotypes, men are oriented toward individual achievement, while die goals of women are more “social,” being popular, nurturant, skilled at getting along with others, etc. Women who accept these goals and who are willing to employ manipulative (Machiavellian) tactics to achieve them could use self-disclosure effectively, while it would be an ineffective strategy for men.

Exploring the Role of Expectancies in the Mental and Physical Health Outcomes of Written Self-Disclosure

2007 ◽  
Vol 27 (2) ◽  
pp. 99-115 ◽  
Author(s):  
Candace L. Patterson ◽  
Jefferson A. Singer
Keyword(s):  
College Students ◽  
Health Outcomes ◽  
Physical Health ◽  
Emotional Expression ◽  
Female College Students ◽  
Self Disclosure ◽  
Positive Effects ◽  
Physical Health Outcomes ◽  
Mental And Physical Health

Emotional self-disclosure yields mental and physical health benefits. Methods for enhancing this intervention have largely been ignored in the literature. Building from research that indicates that expectations play a role in self-disclosure's outcomes, the current research examined expectations and self-disclosure. Health outcomes were assessed in 40 female college students who participated in a written self-disclosure exercise for 15 minutes for 3 consecutive days. In order to determine the interactive influence of self-disclosure and expectancy on mental and physical health outcomes, participants self-disclosed a traumatic or trivial topic and the researchers attempted to manipulate participants' expectancies concerning the benefits produced by self-disclosure. Women who disclosed traumas and were given the expectancy that disclosure would yield benefits had decreased interpersonal sensitivity and interpersonal alienation 1 month after disclosure. Limitations and recommendations are discussed. Creating positive expectations may represent a method for enhancing the positive effects of emotional expression.

Effects of Unbalanced Response Scales on Judgments of Social Stimuli

1963 ◽  
Vol 12 (2) ◽  
pp. 403-414 ◽  
Author(s):  
Walter Weiss
Keyword(s):  
College Students ◽  
General Purpose ◽  
Response Scale ◽  
Social Stimuli ◽  
Response Scales ◽  
Social Prestige ◽  
The Social ◽  
Physical Stimuli ◽  
The Prestige

The general purpose of the research was to determine if scale judgments of certain social stimuli would be differentially affected by the distribution of scale categories constituting the response scale. Previous research (Weiss & Hodgson, 1963) had demonstrated such an effect on judgments of neutral, physical stimuli. Two experiments were therefore conducted in which 72 and 248 college students judged the social prestige of 40 occupations. Ss used one of four types of scales: a 3-category balanced scale (+, 0, −), a 7-category balanced scale (+3 to −3), a 5-category unbalanced minus scale (+, 0, −1, −2, −3), or a 5-category unbalanced plus scale (+3, +2, +1, 0, −). The non-discriminating plus and minus categories were to be used for occupations that were above or below the average in prestige, regardless of how far above or below they might be. The zero category designated those average in prestige. And the discriminating plus or minus categories represented degrees of prestige above or below the average. The data revealed significant effects of the scales on the typical social prestige of occupations assigned to the ‘average’ category of judgment. Relative to the balanced scales, the unbalanced ones induced a shift in the prestige value of the ‘average’ category in the direction of the single, non-discriminating category. Relative to the 7-category balanced scale, the 3-category one produced a shift in the direction of the non-discriminating plus side. The data were interpreted primarily in terms of relationships between implicit category standards, latitudes of categories, and the distribution of the judged stimuli.

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