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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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    • Self-Disclosure and Cohesion in the Classroom 5 (Adler and Towne, 1996, p. 338).” Clichés are those polite albeit brief responses that are given to strangers or new situations. In the religious classroom clichés would have their place, but...
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    • Self-Disclosure and Cohesion in the Classroom 6 Self-Disclosure in the Classroom Self-disclosure in the classroom has historically and typically been associated with the teacher and student relationship. Only a limited amount of research has...
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    • Self-Disclosure and Cohesion in the Classroom 7 Rasmussen and Mishna (2008) state that there is a fine balance between thoughtful restraint and genuine openness as a teacher uses self-disclosure in the classroom. In addition Rasmussen and Mishna...
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    • Self-Disclosure and Cohesion in the Classroom 8 honest when offered by others, are associated with high cohesion.” Rosenfeld and Gilbert (1989) go on to describe what type of self-disclosure is acceptable and common within the...
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    • Self-Disclosure and Cohesion in the Classroom 9 As the literature suggests, the majority of studies relating to self-disclosure in the classroom are centered on the role of the teacher. However, there has yet to be a study on the effect of...
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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 iii SELF-DISCLOSURE AND COHESION IN THE RELIDIOUS CLASSROOM Curt Ryan Wakefield Dr. Suzanne Larson, Thesis Supervisor ABSTRACT This research regards the relationship between self-disclosure and cohesion...
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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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    • 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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    • Self-Disclosure and Cohesion in the Classroom 20 Johnson 2004; Shirly et al. 2007). For simplicity and application in the religious classroom the 12 questions referring to depth and breadth will be administered to participants. Wheeless (1978)...
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    • Self-Disclosure and Cohesion in the Classroom 21 students to assess the reliability for the longer and shorter MCI. The cohesion portion which was used in this study reported a .80 and .67. Once again five questions that were specifically regarding...

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