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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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    • EFFECTIVE COMMUNICATION 18 However, support for the Hyperpersonal Model is evident in the growth of relational intimacy achieved through CMC versus FtF interaction. In a study conducted over the course of three consecutive days, participants were...
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    • EFFECTIVE COMMUNICATION 80 Gonzales, A., & Hancock, J. (2009). Changing identity through self-presentation: The effect of new media on the self-perception process. Conference Papers -- International Communication Association, 1-22. Hancock, J. T.,...
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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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    • KUDZU Leadership 35 Once a boss and an employee have worked together for a time, the relationship has the opportunity to develop into the “acquaintance stage.” This is the time when leaders determine if this was a good hire or not. Conversely,...
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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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    • 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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    • Self-Disclosure and Cohesion in the Classroom 22 Chapter 3-Results Through the use of statistical analysis three of the six hypothesizes were rejected while H1, H3, H4 were found to be statistically significant. Below are the results of the...

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