Instructor self-disclosure dimensions and student interest, clarity, affect, and perceived cognitive learning: a replication and extension study

The purpose of this replication and extension study was twofold: first, replicate earlier findings from Cayanus and Martin’s 2008 studyFootnote1 regarding associations between instructor self-disclosure dimensions (i.e., amount, relevance, and negativity) and student outcomes using refined scales for student interest, clarity indicators, and student affect; and second, extend these findings by examining the associations between additional long-studied instructor self-disclosure dimensions (i.e., intent, honesty, depth, and appropriateness) and student outcomes such as perceived cognitive learning. College students (N = 351) completed an online survey of updated scales to measure these variables. Results revealed significant correlational findings in line with Cayanus and Martin’s studyFootnote2 as well as significant and consistent results for the self-disclosure relevance dimension in terms of predicting reductions in unclear teaching behaviors and increases in student interest, student affect, and perceived cognitive learning. This study also provides support that the self-disclosure relevance dimension might warrant further research given its potential to meet both rhetorical and relational goals.