Psychological Development and Education ›› 2006, Vol. 22 ›› Issue (3): 82-86.

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The Impact of Self-disclosure by Teachers in Lecture on their Appraisals from Students

LIN li, ChENG Le-hua, YE Jia-wen   

  1. Psychology Department of Sun Yat-Sen University, Guangzhou 510275
  • Online:2006-07-15 Published:2006-07-15

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Abstract: In this study,180 college students were randomly assigned into 6 groups to investigate the impact of teachers'self-disclosure in lecture on their appraisals from college students.The experiment is a 2×3 between subject design.Participants were asked to watch the video or listen to the recording in different condition.In every condition,three groups of participants were given no-self-disclosure,disclosure of personal growth experience or disclosure of work experience material of a teacher giving lecture,respectively.The results show that in video group,the teacher talking about self disclosure of personal growth experience earned higher favor than that talking about self disclosure of work experience;in recording group,teacher mentioning self disclosure of personal growth experience earn highest favor among the three.Particularly,referring to the dimension of ‘warm-cold' in the questionnaire that the participants evaluate the teacher in the material,when student watched the teacher talking about his work experience,they were prone to evaluate the teacher warmer than when they just listen to the recording with the same material.And students who watched the video with the no-self-disclosure material considered the teacher much more integrity than those who only listen to the recording.Finally,an interesting situation was found that the discrepancy of the evaluation of participants' towards the teacher in video and recording conditions narrowed down as grade increased.However,there is no significance effect.

Key words: self-disclosure, appraisals from students, lecture

CLC Number: 

  • G441
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