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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 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 iv addition, students perceived themselves as more competent and willing to communicate with a partner rather than with the entire class (p = .049). ACKNOWLEDGMENTS I would like to first thank my wife...
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    • Self-Disclosure and Cohesion in the Classroom v Table of Contents Abstract ......................................................................................................................................... iii Acknowlegements...
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    • Self-Disclosure and Cohesion in the Classroom vi Conclusion ............................................................................................................................... 28 References...
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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...
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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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    • Self-Disclosure and Cohesion in the Classroom 3 and Taylor (1973) expand the process of reciprocity within the social penetration theory further with the analogy of an onion. The more intimate a relationship comes through self-disclosure the more...
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    • Self-Disclosure and Cohesion in the Classroom 4 of the sender. What affect this type of self-disclosure has on classroom communication remains to be seen. West and Turner (2007) specify two ways that self-disclosure can be illustrated. The first is...
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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 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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