메뉴 건너뛰기




Volumn 58, Issue 3, 2009, Pages 327-349

Communication privacy management and college instruction: Exploring the rules and boundaries that frame instructor private disclosures

Author keywords

College teachers; Communication privacy management; Self disclosure; Student teacher relationship

Indexed keywords


EID: 70449585005     PISSN: 03634523     EISSN: 14795795     Source Type: Journal    
DOI: 10.1080/03634520902777585     Document Type: Article
Times cited : (52)

References (58)
  • 1
    • 0346937279 scopus 로고    scopus 로고
    • Feeling caught' in stepfamilies: Managing boundary turbulence through appropriate communication privacy rules
    • Afifi, T. D. (2003). 'Feeling caught' in stepfamilies: Managing boundary turbulence through appropriate communication privacy rules. Journal of Social and Personal Relationships, 20, 729-755.
    • (2003) Journal of Social and Personal Relationships , vol.20 , pp. 729-755
    • Afifi, T.D.1
  • 3
    • 1542351216 scopus 로고    scopus 로고
    • Relationships as dialogues
    • Baxter, L. A. (2004). Relationships as dialogues. Personal Relationships, 11, 1-22.
    • (2004) Personal Relationships , vol.11 , pp. 1-22
    • Baxter, L.A.1
  • 6
    • 0003818912 scopus 로고
    • New York: Scribner
    • Buber, M. (1958). I and thou. New York: Scribner.
    • (1958) I and thou
    • Buber, M.1
  • 9
    • 0032354772 scopus 로고    scopus 로고
    • The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and cognitive, affective and behavioral learning
    • Christensen, L. T., & Menzel, K. E. (1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and cognitive, affective and behavioral learning. Communication Education, 47, 82-90.
    • (1998) Communication Education , vol.47 , pp. 82-90
    • Christensen, L.T.1    Menzel, K.E.2
  • 11
    • 70449569239 scopus 로고    scopus 로고
    • Weaving an identity tapestry
    • In B. Findlen (Ed.), (pp, Seattle, WA: Seal Press
    • Curry-Johnson, S. (2001). Weaving an identity tapestry. In B. Findlen (Ed.), Listen-up: Voices from the next feminist generation (pp. 51-58). Seattle, WA: Seal Press.
    • (2001) Listen-up: Voices from the next feminist generation , vol.51 , pp. 51-58
    • Curry-Johnson, S.1
  • 12
    • 84883986555 scopus 로고
    • Teaching as relational development
    • In J. M. Civikly (Ed.), (pp, San Francisco: Jossey-Bass
    • DeVito, J. A. (1986). Teaching as relational development. In J. M. Civikly (Ed.), Communication in college classrooms (pp. 51-59). San Francisco: Jossey-Bass.
    • (1986) Communication in college classrooms , vol.51 , pp. 51-59
    • Devito, J.A.1
  • 14
    • 30744469061 scopus 로고    scopus 로고
    • Developing teacher student relationships through out of class communication
    • Dobransky, N. D., & Frymier, A. B. (2004). Developing teacher student relationships through out of class communication. Communication Quarterly, 52, 211-223.
    • (2004) Communication Quarterly , vol.52 , pp. 211-223
    • Dobransky, N.D.1    Frymier, A.B.2
  • 15
    • 84928842298 scopus 로고
    • An analysis of teachers' verbal communication within the college classroom: Use of humor, self-disclosure, and narratives
    • Downs, V. C., Javidi, M., & Nussbaum, J. F. (1988). An analysis of teachers' verbal communication within the college classroom: Use of humor, self-disclosure, and narratives. Communication Education, 37, 127 141.
    • (1988) Communication Education , vol.37 , pp. 127-141
    • Downs, V.C.1    Javidi, M.2    Nussbaum, J.F.3
  • 16
    • 34547338471 scopus 로고    scopus 로고
    • The influence of computer-mediated word-of-mouth communication on student perceptions of teachers and attitudes toward learning course content
    • Edwards, C., Edwards, A., Qing, Q., & Wahl, S. T. (2007). The influence of computer-mediated word-of-mouth communication on student perceptions of teachers and attitudes toward learning course content. Communication Education, 56, 255-277.
    • (2007) Communication Education , vol.56 , pp. 255-277
    • Edwards, C.1    Edwards, A.2    Qing, Q.3    Wahl, S.T.4
  • 17
    • 1142265363 scopus 로고    scopus 로고
    • The impact of perceived teacher confirmation on receiver apprehension, motivation and learning
    • Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation and learning. Communication Education, 53, 1 20.
    • (2004) Communication Education , vol.53 , pp. 1-20
    • Ellis, K.1
  • 18
    • 84937320686 scopus 로고    scopus 로고
    • Everything I didn't want to know I learned in lit class": Sex, sexual orientation, and student identity
    • Farr, M. T. (2000). "Everything I didn't want to know I learned in lit class": Sex, sexual orientation, and student identity. International Journal of Sexuality and Gender Studies, 5, 205-213.
    • (2000) International Journal of Sexuality and Gender Studies , vol.5 , pp. 205-213
    • Farr, M.T.1
  • 19
    • 0002646463 scopus 로고
    • And gladly teach: Lesbian and gay issues in education
    • In L. Diamante (Ed.), Washington, DC: Taylor & Francis
    • Fassinger, R. E. (1993). And gladly teach: Lesbian and gay issues in education. In L. Diamante (Ed.), Homosexual issues in the workplace (pp. 119-142). Washington, DC: Taylor & Francis.
    • (1993) Homosexual issues in the workplace , pp. 119-142
    • Fassinger, R.E.1
  • 21
    • 0032354443 scopus 로고    scopus 로고
    • Student perceptions of instructor immediacy in conventional and distributed learning classrooms
    • Freitas, F. A., Myers, S. A., & Avtgis, T. A. (1998). Student perceptions of instructor immediacy in conventional and distributed learning classrooms. Communication Education, 47, 366 372.
    • (1998) Communication Education , vol.47 , pp. 366-372
    • Freitas, F.A.1    Myers, S.A.2    Avtgis, T.A.3
  • 22
    • 84949377541 scopus 로고
    • The impact of teacher immediacy on students' motivation: Is it the same for all students?
    • Frymier, A. B. (1993). The impact of teacher immediacy on students' motivation: Is it the same for all students? Communication Quarterly, 41, 454 464.
    • (1993) Communication Quarterly , vol.41 , pp. 454-464
    • Frymier, A.B.1
  • 23
    • 0034372102 scopus 로고    scopus 로고
    • The teacher student relationship as an interpersonal relationship
    • Frymier, A. B., & Houser, M. L. (2000). The teacher student relationship as an interpersonal relationship. Communication Education, 49, 207 219.
    • (2000) Communication Education , vol.49 , pp. 207-219
    • Frymier, A.B.1    Houser, M.L.2
  • 24
    • 21844517394 scopus 로고
    • What's in it for me?": Increasing content relevance to enhance students' motivation
    • Frymier, A. B., & Shulman, G. M. (1995). "What's in it for me?": Increasing content relevance to enhance students' motivation. Communication Education, 44, 40-50.
    • (1995) Communication Education , vol.44 , pp. 40-50
    • Frymier, A.B.1    Shulman, G.M.2
  • 25
    • 0001196440 scopus 로고
    • Extra-class communication: Frequency, immediacy, self-disclosure, and satisfaction in student faculty interaction outside the classroom
    • Fusani, D. S. (1994). Extra-class communication: Frequency, immediacy, self-disclosure, and satisfaction in student faculty interaction outside the classroom. Journal of Applied Communication Research, 22, 232 255.
    • (1994) Journal of Applied Communication Research , vol.22 , pp. 232-255
    • Fusani, D.S.1
  • 26
    • 84970404170 scopus 로고
    • The relation between teacher self-disclosure and student classroom participation
    • Goldstein, G. S., & Benassi, V. A. (1994). The relation between teacher self-disclosure and student classroom participation. Teaching of Psychology, 21, 212 216.
    • (1994) Teaching of Psychology , vol.21 , pp. 212-216
    • Goldstein, G.S.1    Benassi, V.A.2
  • 27
    • 84954685274 scopus 로고
    • The relationship between verbal teacher immediacy behaviors and student learning
    • Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication Education, 37, 40 53.
    • (1988) Communication Education , vol.37 , pp. 40-53
    • Gorham, J.1
  • 28
    • 0040752373 scopus 로고
    • The association between the relational teaching approach and teacher job satisfaction
    • Graham, E. E., West, R., & Schaller, K. A. (1992). The association between the relational teaching approach and teacher job satisfaction. Communication Reports, 5, 11 22.
    • (1992) Communication Reports , vol.5 , pp. 11-22
    • Graham, E.E.1    West, R.2    Schaller, K.A.3
  • 29
  • 30
    • 84990187184 scopus 로고    scopus 로고
    • Out-of-class communication between female and male students and faculty: The relationship to student perceptions of instructor immediacy
    • Jaasma, M. A., & Koper, R. J. (2002). Out-of-class communication between female and male students and faculty: The relationship to student perceptions of instructor immediacy. Women's Studies in Communication, 25, 119 137.
    • (2002) Women's Studies in Communication , vol.25 , pp. 119-137
    • Jaasma, M.A.1    Koper, R.J.2
  • 31
    • 45949095404 scopus 로고    scopus 로고
    • Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment
    • Kerssen-Griep, J., Trees, A. R., & Hess, J. A. (2008). Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment. Communication Education, 57, 312 332.
    • (2008) Communication Education , vol.57 , pp. 312-332
    • Kerssen-Griep, J.1    Trees, A.R.2    Hess, J.A.3
  • 33
    • 61849162591 scopus 로고    scopus 로고
    • Classroom communication: The influence of instructor self-disclosure on student evaluations
    • Lannutti, P. J., & Strauman, E. C. (2006). Classroom communication: The influence of instructor self-disclosure on student evaluations. Communication Quarterly, 54, 89 99.
    • (2006) Communication Quarterly , vol.54 , pp. 89-99
    • Lannutti, P.J.1    Strauman, E.C.2
  • 35
    • 33845807001 scopus 로고    scopus 로고
    • I'll see you on "Facebook": The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate
    • Mazer, J. P., Murphy, R. E., & Simonds., C. J. (2007). I'll see you on "Facebook": The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56, 1 17.
    • (2007) Communication Education , vol.56 , pp. 1-17
    • Mazer, J.P.1    Murphy, R.E.2
  • 36
    • 33845776149 scopus 로고    scopus 로고
    • To say or not to say:" Management of privacy boundaries in the classroom
    • McBride, M. C., & Wahl, S. T. (2005). "To say or not to say:" Management of privacy boundaries in the classroom. Texas Speech Communication Journal, 30, 8 22.
    • (2005) Texas Speech Communication Journal , vol.30 , pp. 8-22
    • McBride, M.C.1    Wahl, S.T.2
  • 37
    • 24644494579 scopus 로고    scopus 로고
    • Impression management: Goals, strategies, and skills
    • In J. O. Greene & B. R. Burleson (Eds.), Mahwah, NJ: Erlbaum
    • Metts, S., & Grohskopf, E. (2003). Impression management: Goals, strategies, and skills. In J. O. Greene & B. R. Burleson (Eds.), Handbook of communication and social interaction skills (pp. 357-399). Mahwah, NJ: Erlbaum.
    • (2003) Handbook of communication and social interaction skills , pp. 357-399
    • Metts, S.1    Grohskopf, E.2
  • 39
    • 85064801122 scopus 로고    scopus 로고
    • The effects of student verbal and nonverbal responsiveness on teachers' liking of students and willingness to comply with student requests
    • Mottet, T. P., Beebe, S. A., Raffeld, P. C., & Paulsel, M. L. (2004). The effects of student verbal and nonverbal responsiveness on teachers' liking of students and willingness to comply with student requests. Communication Quarterly, 52, 27-38.
    • (2004) Communication Quarterly , vol.52 , pp. 27-38
    • Mottet, T.P.1    Beebe, S.A.2    Raffeld, P.C.3    Paulsel, M.L.4
  • 40
    • 1142289579 scopus 로고    scopus 로고
    • Relationships among perceived verbal approach and avoidance relational strategies and students' motives for communicating with teachers
    • Mottet, T. P., Martin, M. M., & Myers, S. A. (2004). Relationships among perceived verbal approach and avoidance relational strategies and students' motives for communicating with teachers. Communication Education, 53, 116-122.
    • (2004) Communication Education , vol.53 , pp. 116-122
    • Mottet, T.P.1    Martin, M.M.2    Myers, S.A.3
  • 41
    • 85064780324 scopus 로고    scopus 로고
    • Perceived instructor credibility and verbal aggression in the college classroom
    • Myers, S. A. (2001). Perceived instructor credibility and verbal aggression in the college classroom. Communication Research Reports, 18, 354 364.
    • (2001) Communication Research Reports , vol.18 , pp. 354-364
    • Myers, S.A.1
  • 43
    • 9844220681 scopus 로고
    • Instructor communication behaviors and their relationship to classroom learning
    • In D. Nimmo (Ed.), New Brunswick, NJ: Transaction Books
    • Nussbaum, J. F., & Scott, M. D. (1979). Instructor communication behaviors and their relationship to classroom learning. In D. Nimmo (Ed.), Communication yearbook 3 (pp. 561-583). New Brunswick, NJ: Transaction Books.
    • (1979) Communication yearbook 3 , pp. 561-583
    • Nussbaum, J.F.1    Scott, M.D.2
  • 44
    • 70350767718 scopus 로고
    • Interpretive themes in relational communication
    • Owen, W. F. (1984). Interpretive themes in relational communication. Quarterly Journal of Speech, 70,274-287.
    • (1984) Quarterly Journal of Speech , pp. 274-287
    • Owen, W.F.1
  • 45
    • 84990563923 scopus 로고
    • Communication boundary management: A theoretical model of managing disclosure of private information between marital couples
    • Petronio, S. (1991). Communication boundary management: A theoretical model of managing disclosure of private information between marital couples. Communication Theory, 1, 311-335.
    • (1991) Communication Theory , vol.1 , pp. 311-335
    • Petronio, S.1
  • 48
    • 0040518848 scopus 로고    scopus 로고
    • Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator
    • Rodriguez, J., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45, 293-305.
    • (1996) Communication Education , vol.45 , pp. 293-305
    • Rodriguez, J.1    Plax, T.G.2    Kearney, P.3
  • 50
    • 27944437460 scopus 로고    scopus 로고
    • Students' primary goals, attributions, and facework during conversations about disappointing grades
    • Sabee, C. M., & Wilson, S. R. (2005). Students' primary goals, attributions, and facework during conversations about disappointing grades. Communication Education, 54, 185-204.
    • (2005) Communication Education , vol.54 , pp. 185-204
    • Sabee, C.M.1    Wilson, S.R.2
  • 51
    • 0000834194 scopus 로고
    • The effects of verbal and nonverbal immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom
    • Sanders, J. A., & Wiseman, R. L. (1990). The effects of verbal and nonverbal immediacy on perceived cognitive, affective, and behavioral learning in the multicultural classroom. Communication Education, 39, 341-353.
    • (1990) Communication Education , vol.39 , pp. 341-353
    • Sanders, J.A.1    Wiseman, R.L.2
  • 52
    • 84954660979 scopus 로고
    • The relationship among teachers' self-disclosive statements, students' perceptions and affective learning
    • Sorensen, G. (1989). The relationship among teachers' self-disclosive statements, students' perceptions and affective learning. Communication Education, 38, 259-276.
    • (1989) Communication Education , vol.38 , pp. 259-276
    • Sorensen, G.1
  • 54
    • 33845748739 scopus 로고    scopus 로고
    • The syllabus as a communication document: Constructing and presenting the syllabus
    • Thompson, B. (2007). The syllabus as a communication document: Constructing and presenting the syllabus. Communication Education, 56, 54-71.
    • (2007) Communication Education , vol.56 , pp. 54-71
    • Thompson, B.1
  • 56
    • 0032352171 scopus 로고    scopus 로고
    • The impact of teacher immediacy and misbehaviors on teacher credibility
    • Thweatt, K. S., & McCroskey, J. C. (1998). The impact of teacher immediacy and misbehaviors on teacher credibility. Communication Education, 47, 348-358.
    • (1998) Communication Education , vol.47 , pp. 348-358
    • Thweatt, K.S.1    McCroskey, J.C.2
  • 57
    • 33745566828 scopus 로고    scopus 로고
    • Student perceptions of teacher power as a function of perceived teacher confirmation
    • Turman, P. D., & Schrodt, P. (2006). Student perceptions of teacher power as a function of perceived teacher confirmation. Communication Education, 55, 265-279.
    • (2006) Communication Education , vol.55 , pp. 265-279
    • Turman, P.D.1    Schrodt, P.2
  • 58
    • 0005582387 scopus 로고    scopus 로고
    • Should I come out to my students? An empirical investigation
    • Waldo, C. R., & Kemp, J. L. (1997). Should I come out to my students? An empirical investigation. Journal of Homosexuality, 35, 1-23.
    • (1997) Journal of Homosexuality , vol.35 , pp. 1-23
    • Waldo, C.R.1    Kemp, J.L.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.