Teacher Self-Disclosure and Student Classroom Participation Revisited

Teaching of Psychology

Volumn 24, Issue 4, 1997, Pages 262-263

  Wambach, Cathrine ^a   Brothen, Thomas ^a  

^a General College of the University of Minnesota   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040759179     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1207/s15328023top2404_7     Document Type: Article

References (4)

1. Collins N. Miller L. (1994). Self-disclosure and liking: A meta-analytic review. Psychological Bulletin, 116, 457–475.
2. Goldstein G. S. Benassi V. A. (1994), The relation between teacher self-disclosure and student classroom participation. Teaching of Psychology, 21, 212–217.
3. Johnson D. Maruyama G. Johnson R. Nelson D. Skon L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47–62.
4. Wambach C. (1991). Observing the base curriculum (Evaluation report), Minneapolis: University of Minnesota, Educational Developmental Programs Office.