Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/35144
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dc.contributor.authorŽardeckaitė-Matulaitienė, Kristina
dc.contributor.authorPaluckaitė, Ugnė
dc.date.accessioned2017-08-14T07:50:27Z
dc.date.available2017-08-14T07:50:27Z
dc.date.issued2015
dc.identifier.issn1857-7881
dc.identifier.urihttps://eltalpykla.vdu.lt/1/35144
dc.identifier.urihttps://hdl.handle.net/20.500.12259/35144-
dc.description.abstractTeacher self-disclosure (TSD) is called to be one of the most important elements of teacher-student communication in the classroom which has an impact on students learning, motivation and classroom atmosphere. Yet, it is still little known what kind of teacher’s disclosure is appropriate in the classroom. According to this, the aim of this study was to analyse the teachers’ and students’ attitudes on the appropriateness of the relevance of TSD. Study design – experiment in which 226 (124 female and 102 male) 10th-11th grade students and 51 (41 female and 10 male) teachers have participated. The results of the study have shown that, according to students and teachers, relevant TSD is more appropriate than irrelevant; teacher’s gender isn’t related to the appropriateness of his or her disclosure; male students who experience teacher’s disclosure more often, rate it as more appropriate; more disclosing teachers rate TSD as more appropriate than less disclosing teachers.en_US
dc.language.isoenen_US
dc.relation.ispartofEuropean scientific journal, 2015, Vol. 11, no. 22, p. 18-35en_US
dc.rightsSutarties data 2015-06-01, nr. B000112, laisvai prieinamas internetelt_LT
dc.subjectTeacher self-disclosureen_US
dc.subjectMokytojo savęs atskleidimaslt_LT
dc.subjectLyčių skirtumailt_LT
dc.subjectMokytojo-studento ryšyslt_LT
dc.subjectGenderen_US
dc.titleThe appropriateness of the relevant and irrelevant teacher’s self-disclosure: students’ and their teachers' attitudesen_US
dc.typeStraipsnis / Article
dc.subject.udc37 Švietimas / Education
item.grantfulltextopen-
item.fulltextWith Fulltext-
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