Use this url to cite publication: https://hdl.handle.net/20.500.12259/50740
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The relation between teacher’s self-disclosure and student’s motivation to learn
Type of publication
Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Title
The relation between teacher’s self-disclosure and student’s motivation to learn
Publisher
Macedonia : European scientific institute
Date Issued
2013
Extent
p. 456-469
Is part of
European scientific journal. Macedonia : European scientific institute, Vol. 9, no. 28, 2013
Description
ISSN: 1857-7431 (Online)
Field of Science
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.
Is Referenced by
Type of document
type::text::periodical::journal::contribution to journal::journal article::research article
ISSN (of the container)
1857-7881
Other Identifier(s)
VDU02-000014181
Coverage Spatial
Makedonija / North Macedonia (MK)
Language
Anglų / English (en)
Bibliographic Details
56