Event Title

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

Presenter Information

Rebeccah Avila

Presentation Type

Oral Presentation

College

College of Art & Letters

Major

Communication Studies

Session Number

1

Location

RM 215

Faculty Mentor

Dr. Ahlam Muhtaseb

Juror Names

Dr. Elizabeth Martin, Dr. Alexis Norris, Dr. Nicole Henley

Start Date

5-17-2018 12:00 PM

End Date

5-17-2018 12:15 PM

Abstract

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.

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May 17th, 12:00 PM May 17th, 12:15 PM

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.