Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/50740
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Psichologija / Psychology (S006)
Author(s): Žardeckaitė-Matulaitienė, Kristina;Paluckaitė, Ugnė
Title: The relation between teacher’s self-disclosure and student’s motivation to learn
Is part of: European scientific journal. Macedonia : European scientific institute, Vol. 9, no. 28, 2013
Extent: p. 456-469
Date: 2013
Note: ISSN: 1857-7431 (Online)
Keywords: Mokinio-mokytojo santykis;Mokymosi motyvacija;Savęs atskleidimas;Teacher-student relation;Self-disclosure;Motivation to learn
Abstract: Teacher communication with students is an essential part of successful and inspiring teaching and learning process. Usually researches distinguish teacher immediacy and self-disclosure as the most influencing factors of teacher communication related to student’s motivation to learn. Most of the studies pay attention to immediacy created by the teacher in the class and its relation to students’ motivation. However, little is known about teacher’s disclosure influence on students’ motivation to learn. So, the aim of this literature review is to analyze the peculiarities of teacher’s self-disclosure and its relation to students’ motivation to learn. The literature review has shown that teacher’s self-disclosure may be an effective instrument for the teachers to motivate students to learn. The review has also shown that teacher’s self-disclosure should be relevant and appropriate in the current situation – teacher always has to make a decision: to disclose or not
Internet: http://www.eujournal.org/index.php/esj/article/view/1910/1852
Affiliation(s): Psichologijos katedra
Socialinių mokslų fakultetas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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