Classroom Communication: The Influence of Instructor Self-disclosure on Student Evaluations

Abstract

This study examines the influence of aspects of naturally occurring instructor self-disclosure (intent, amount, positiveness, depth, and honesty) on students’ evaluations of their current instructor. Female college students (N = 333) completed measures of their evaluation of their instructor and perceptions of the instructor's self-disclosure in the classroom. The findings partially replicate those from a study of hypothetical instructor self-disclosure (Sorensen, Communication Education, 38, 259–276, 1989) in that instructor self-disclosure that was perceived to be more honest, positive, and intentional was associated with more positive evaluations of the instructor. The disclosure-liking hypothesis which predicts that greater amounts of instructor self-disclosure would be positively associated with evaluations was not supported. These results may serve as a guideline for instructors’ classroom communication about themselves.