SUU Digital Library

You've searched:

All Collections
  • All fields: cohesion
(50 results)



Display: 20

    • Page 25

    • Page 25
    •  

    • 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),...
    • Scholar Archive
    • Page 28

    • Page 28
    •  

    • 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...
    • Scholar Archive
    • Page 33

    • Page 33
    •  

    • 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...
    • Scholar Archive
    • Page 60

    • Page 60
    •  

    • 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)....
    • Scholar Archive
    • Page 28

    • Page 28
    •  

    • 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...
    • Scholar Archive
    • Page 1

    • Page 1
    •  

    • 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...
    • Scholar Archive
    • Page 2

    • Page 2
    •  

    • 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...
    • Scholar Archive
    • Page 3

    • Page 3
    •  

    • 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...
    • Scholar Archive
    • Page 4

    • Page 4
    •  

    • Self-Disclosure and Cohesion in the Classroom v Table of Contents Abstract ......................................................................................................................................... iii Acknowlegements...
    • Scholar Archive
    • Page 5

    • Page 5
    •  

    • Self-Disclosure and Cohesion in the Classroom vi Conclusion ............................................................................................................................... 28 References...
    • Scholar Archive
    • Page 6

    • Page 6
    •  

    • 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...
    • Scholar Archive
    • Page 7

    • Page 7
    •  

    • 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...
    • Scholar Archive
    • Page 8

    • Page 8
    •  

    • 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...
    • Scholar Archive
    • Page 9

    • Page 9
    •  

    • 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...
    • Scholar Archive
    • Page 10

    • Page 10
    •  

    • 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...
    • Scholar Archive
    • Page 11

    • Page 11
    •  

    • 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...
    • Scholar Archive
    • Page 12

    • Page 12
    •  

    • 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...
    • Scholar Archive
    • Page 13

    • Page 13
    •  

    • 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...
    • Scholar Archive
    • Page 14

    • Page 14
    •  

    • 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...
    • Scholar Archive
    • Page 15

    • Page 15
    •  

    • 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...
    • Scholar Archive

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
on off
 

Layout options:

Thumbnail with title
Grid with smaller thumbnails and more detail
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK