Social Penetration Theory: Examining How Immediacy Behaviors Influence Self-Disclosure in Student-Teacher Relationships

RM 215

This paper examines how teacher immediacy behaviors influence self-disclosure in student-teacher relationships, using social penetration theory as the framework. Studies have indicated a relationship between teacher immediacy behaviors and selfdisclosure, but further research must take place to determine if student-teacher relationships can become interpersonal relationships. Current research reflects immediacy behaviors and the positive influence it has on students, however, research linking teacher immediacy behaviors and self-disclosure to a close interpersonal relationship are scant. This paper is an examination of social penetration theory, self-disclosure, both verbal and nonverbal instructional immediacy, as well as the ethical aspects of a teacher disclosing to a student and what kind of relationship this can lead to.