The Relationship between Perceived Teachers’ Self-disclosure and Out-ofclassroom Communication among Malaysian Undergraduates in a Private Institution of Higher Learning
This quantitative study was conducted to determine whether a significant relationship exists between perceived teachers’ self-disclosure and students’ out of classroom communication with teachers in a Malaysian private institution of higher learning. A survey consisting of two questionnaires, namely...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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UiTM Publisher
2018-06-01
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| Series: | Asian Journal of University Education |
| Subjects: | |
| Online Access: | http://education.uitm.edu.my/ajue/wp-content/uploads/2018/09/Artikel-3.pdf |
| Summary: | This quantitative study was conducted to determine whether a significant relationship exists between perceived teachers’ self-disclosure and students’ out of classroom communication with teachers in a Malaysian private institution of higher learning. A survey consisting of two questionnaires, namely the Perceived Teacher’s Self-Disclosure scale designed by Cayanus and Martin (2008) as well as Knapp and Martin’s (2002) Out-of-Classroom Communication Scale were collected from 144 final year undergraduates from a Malaysian private institution of higher learning. Using the SPSS, the Pearson product-moment correlation coefficient, independent-samples t-test and one-way between-groups ANOVA with post-hoc tests were used to analyze the data. The findings indicated a positive relationship between the dimensions of amount and relevance in perceived teachers’ self-disclosure and students’ out of classroom communication. There was no significant difference recorded between gender, with perceived teachers’ self-disclosure and students’ out of classroom communication. Besides, there was also no significant difference recorded between age, with perceived teachers’ self-disclosure and students’ out of classroom communication. The study concludes that Malaysian undergraduates’ perceptions towards teachers’ self-disclosure influences the out of classroom communication with teachers. |
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| ISSN: | 1823-7797 1823-7797 |