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    • 1 Introduction In the religious classroom students interact with each other in a unique way that differs from that of a normal classroom experience. The nature of a religious course fosters an environment in which students have many opportunities...
    • Self-disclosure and cohesion in the religious classroom

    • Religious education; Self-disclossure--Religious aspects; Cohesion
    • A thesis presented to the faculty of the Communication Department at Southern Utah University in partial fulfillment of the requirement for the degree of Master of Arts in Professional Communication.
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    • Fishback Intern 26 Coaching feedback stands as one overt communicative facet of the coach-athlete relationship, and the type, amount, and timeliness of that feedback appears to influence athletes‘ self-efficacy (Parrott & Dugan, 1999),...
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    • Fishback Intern 29 group. For example, when a coach talks to his players about his family and that he is going to his son‘s birthday party after practice, he has expressed a fantasy. A fantasy chain reaction is a positive and energetic response...
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    • Fishback Intern 34 seniors selected ―expects high levels of performance from self and teammates‖ as their second most important item. Seniors do tend to be the leaders on sports teams, so it seems appropriate that they would choose an item...
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    • Fishback Intern 61 Smith, R. E., & Smoll, F. L. (1990). Self-esteem and children‘s reactions to youth sport coaching behaviors: A field study of self-enhancement processes. Developmental Psychology, 26, 987–993. Todd, S. & Kent, A. (2004)....
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    • i SELF-DISCLOSURE AND COHESION IN THE RELIGIOUS CLASSROOM A Thesis presented to the Faculty of the Communication Department at Southern Utah University In partial fulfillment of the Requirement for the Degree Master of Arts in Professional...
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    • iGRIEVE 9 Perelman and Olbrechts-Tyteca (1969) contended “that epideictic rhetoric addresses the unquestioned values of an audience, and thus it is practiced as a method of education aimed at displaying, amplifying, and enhancing the values that...
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    • No pirates no princesses 23 want to place burdens on a child, harkening back to child labor camps of Dickens, children want to share responsibility. In Hansen‘s (1933) Investigation of Children‘s use of money, responsibility is a part of a...
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    • Self-Disclosure and Cohesion in the Classroom 10 Furthermore, students are encouraged to share their beliefs in a variety of settings within the religious classroom. Do students feel more willing and competent to share information with just one...
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    • Self-Disclosure and Cohesion in the Classroom 11 given its important role in predicting classroom outcomes (Rosenfeld &Gilbert, 1989, p. 299).” One of the processes or ends of self-disclosure is liking. Cozby (1972) suggests that people like most...
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    • Self-Disclosure and Cohesion in the Classroom 12 this in mind, Stokes, Fuehrer, & Childs also found that “increased risk taking leads to greater cohesion” (p. 65). This implies a curvilinear relation between cohesion and risk-taking when a wide...
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    • Self-Disclosure and Cohesion in the Classroom 13 through content analysis, self-report and unobtrusive measures of small groups, that member self-disclose when a group cohesion stage had formed” (p. 2). Santarsiero, Baker, & McGee (1995), also...
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    • Self-Disclosure and Cohesion in the Classroom 14 positive disclosures, perceived as honest on the part of the individual but not as honest when offered by others, are associated with high cohesion (p.298). With the objectives of understanding the...
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    • Self-Disclosure and Cohesion in the Classroom 15 Willingness to Communicate and Self-Perceived Competence There are many reasons why a student would choose to self-disclose or not self-disclose in the religious classroom. Many students are simply...
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    • Self-Disclosure and Cohesion in the Classroom 16 skill” (McCrosky, 1997, p. 104). What is the application in the religious classroom? As students disclose in the classroom in what setting are they more willing and competent to self-disclose...
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    • Self-Disclosure and Cohesion in the Classroom 17 Chapter 2-Method During the last five decades significant research has been done on the importance and relationship of self-disclosure and cohesion. As students in a religious classroom setting...
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    • Self-Disclosure and Cohesion in the Classroom 18 Participants The participants (n= 96) were high school students of religious seminaries for the Church of Jesus Christ of Latter-day Saints in a rural conservative area in a city in southern Utah....
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    • Self-Disclosure and Cohesion in the Classroom 19 Instruments Each student in the selected classes was given four instruments to complete. These instruments were combined into one document to facilitate the taking of the survey. The instrument...
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    • Self-Disclosure and Cohesion in the Classroom 2 Theoretical Perspective Self-Disclosure In order to understand this relationship within the religious classroom, a review of the literature is appropriate. Sidney M. Jourard (1971), one of the pioneer...

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