I’ll See You On “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate

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I’ll See You On “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate

Joseph P. Mazer
Richard E. Murphy
Cheri J. Simonds

Abstract

This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.

Keywords

Teacher Self-disclosure, College Student Motivation, Affective Learning, Classroom Climate

Annotation

This study details the effects teacher self-disclosure via Facebook on student motivation, affective learning, and classroom climate. Self disclosure is defined as “any message about the self that a person communicates to another” (p.1) which can vary by amount, valence (positive or negative nature), and relevance to the course content. Other factors increase mediated immediacy, “the communicative cues in mediated channels that can shape perceptions of psychological closeness between interactants,” (p.2) such as font use, language, and punctuation. Students are more likely to communicate with teachers who use immediacy behaviors. 133 students between the ages of 18-23 enrolled in a basic communications course. Teacher self-disclosure was manipulated on Facebook across three experimental groups: high, medium, and low. Students were given names of instructors from the university and asked to browse their Facebook pages. They then completed a research questionnaire that measured motivation, affective learning, classroom climate, manipulation check, and appropriateness of Facebook for a teacher, and supplementary qualitative data. Teacher self-disclosure was found to have a positive influence on student participation and affective learning. Students perceive similarities between themselves and the instructor when the instructor shares certain information.

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About the Study

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