Browsing by Subject "Self-disclosure"
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Item A Didactic-Experiential Approach to Training Adolescents in Self-Disclosure and Empathy Skills(Texas Tech University, 1977-12) Haynes, Lynda A.Not Available.Item An analysis of differences in disclosure to differential relationships(1980-05) Laney, James Charles; Anderson, Robert P.Interpersonal relationships have been recognized as important determinants of personality development since the early years of psychology. The function of communication, both verbal and nonverbal, was treated in the writings of Mead (1934), who stated that a self was constituted by the process of influencing others in a social situation, assimilating the response aroused by the stimulus, and then reacting in turn. Mead's concept of self was similar to Cooley's (1956) "looking-glass self." Cooley theorized that an individual's self developed out of his perceptions of the reactions of others to him. Sullivan proposed that personality is "the relatively enduring pattern of recurrent interpersonal situations which characterize a human life" (Hall & Lindzey, 1970, p. 127). Expanding upon this concept, Sullivan went on to state that behavior can be observed only in the context of interpersonal relationships (Mullahy, 1967). Beaglehole (1967) elaborated upon Sullivan's theory, proposing that since man is a social animal and lives in social environs, he is subjected to a conditioning process determined by the culture. The socialization process is embodied in tradition and is passed on from generation to generation resulting in man's becoming a socialized being.Item Behind-the-scenes of a brand : the impact of perceived backstage on consumer responses(2011-12) Moon, Jang Ho; Lee, Wei-Na, 1957-; Choi, Sejung M.; Pe�a, Jorge F.; Whittaker, Tiffany; Wilcox, GaryConsumers watch what a brand does, listen to what a brand says, and expect to make a meaningful connection with a brand via social media. Thus, creating effective and persuasive content on behalf of a brand to attract consumers becomes an important task for today’s marketers in social media. In this dissertation, brand information disclosure is defined as any communication of a brand’s relevant information, thoughts, and feelings, which are generated and deliberately disclosed by marketers. Further, disclosing perceived backstage of a brand by showing various behind-the-scenes information is proposed as a unique type of brand information disclosure, which is interpreted as a higher degree of brand information disclosure. Motivated by the integral role of self-disclosure in interpersonal relationships, the purpose of this dissertation study is to investigate the influence of a brand’s disclosure of perceived backstage information through social media. Specifically, this study explored how the degree and the scarcity of information disclosure would influence on consumer’s intimacy, liking, and trust toward a brand as well as consumer-brand relationship quality. Further, the study attempts to investigate the moderating role of consumer’s advertising skepticism on consumer responses. The findings from this dissertation study illustrate that degree of brand information disclosure is a significant influence on consumers’ brand evaluations and consumer-brand relationship quality in a social media environment. In addition, findings highlighted the influential role of the scarcity of information disclosure, depending upon the degree of information disclosure. Moreover, the findings evidenced how the consumer’s general advertising skepticism can play a significant role when consumers are exposed to information from the brand via social media.Item Communication skills training for adolescents: A five month follow-up(Texas Tech University, 1978-05) Rider, Kennon VThe purpose of the present study was to provide a follow-up assessment of the effectiveness of a communication skills training program for adolescents. Ninety percent of the subjects from the Haynes (1977) study were involved in the follow-up evaluation (21 control subjects and 22 experimental subjects). A behavioral and a paper and pencil measure were completed five months after training to assess self-disclosure and empathy skill levels. Analysis of Variance on Gain Scores was used to analyze data and results indicated that subjects who received training relative to the untrained subjects, demonstrated significantly higher self-disclosure and empathy skill during the follow-up assessment- Discussion centered around the adolescents' retention of high skill levels and implications for training younger age populations in communication skills-Item The effect of self-disclosure on accented speech : a pilot study(2016-05) Sfeir, Jeanan Elena; Davis, Barbara L. (Barbara Lockett); Byrd, Courtney TResearch has indicated negative perceptions of adults with foreign accented speech. These views have implications relative to employment of person’s with foreign accented speech. Considering present immigration patterns to the United States, the need for fully intelligible speech will impact the lives of persons who wish to be employed and integrate within US culture. Previous research has indicated that the use of self-disclosure statements may be beneficial in improving listener’s perceptions of a speaker who stutters. The goal of this study was to explore the potential benefits of use this strategy among persons with foreign accented speech. Such information could improve treatment delivery in accent modification, a practice within the scope of Speech-Language Pathology. Additionally, the technique of self-disclosure could improve employment outcomes for non-native English speaking individuals. Research goals were explored by exposing participants to two of four videos of foreign accented speakers (a male who self-discloses, a male who does not self-disclose, a female who self-discloses, and a female who does not self-disclose). Directly after viewing the videos, listener participants completed a survey probing for perceptions of the speaker, information about their experience with and knowledge of accents, and allowing for additional comments on the speakers’ communication to be reported. Results for positive effects of self-disclosure achieved significance for the trait of viewer felt more distracted and negative effects of self-disclosure achieved significance for the trait of more outgoing. In regards to these results, the use of self-disclosure may actually be viewed negatively by listeners of the population in this study. In summary, results from the current pilot study indicate that self-disclosure does not have a significant effect on increasing positive perception of accented speech. Further research on self-disclosure and accented speech in more diverse speaker cohorts with diverse types of listener participants is needed.Item The effects of self-disclosure on listener perceptions of male and female individuals who stutter(2012-05) Cappellini, Colleen Heather, 1985-; Byrd, Courtney T.; Hampton, ElizabethResearch has shown that when a person who stutters self-discloses to a listener that he or she is a stutterer, this self-disclosure may positively impact the listeners' perceptions of the stuttering speaker. However, findings from previous studies have been limited in several ways. The purpose of this study was to further examine if listeners' perceptions of a stuttering speaker vary depending on whether or not the speaker self-discloses that they stutter, and if listener perceptions are subject to gender bias. We addressed limitations of prior studies by utilizing both male and female stuttering speakers who spoke directly to the viewer of the video, by balancing combinations of video viewings to account for potential effects of order, and by attempting to recruit a larger number of subjects. Participants (n =27) were randomly assigned to view two of the four possible videos (male self-disclosure, male no self-disclosure, female self-disclosure, and female no self-disclosure). After viewing both videos, participants immediately filled out a survey assessing their perceptions of the speakers' personality traits. Results for effects of self-disclosure achieved significance for "no difference" for traits of more intelligent, more unintelligent, and more unfriendly. These non-significant trends suggest self-disclosure might positively affect listener perceptions of a stuttering speaker, Results for effects of gender achieved significance for "no difference" for traits of more intelligent, more unintelligent, and more confident. In summary, results from this study show potential emerging trends that self-disclosure positively affects listeners' perceptions of stuttering speakers.Item Emotional intimacy between heterosexual males(Texas Tech University, 1986-08) Todd, TracyNot availableItem Exploring the construct of teacher self-disclosure and its connection to situational interest, intended effort, and the learning experience in a foreign language learning context(2014-05) Sanders, Anke Julia; Schallert, Diane L.Educators are commonly concerned about how to trigger students' interest in the classroom, as well as how to create a learning experience in which students are engaged and motivated to invest effort and time. Similarly, researchers have explored these variables and aimed to establish a better understanding of how students' interest is developed. Yet, less attention has been paid to teacher self-disclosure as a factor in students' learning experiences and interest development. Although teacher self-disclosure has commonly been addressed in connection with the teacher-student relationship it has not been linked to interest development. Therefore, with the goal of exploring the construct of teacher self-disclosure, this study explored associations and interactions of perceptions of teacher self-disclosure and of students' individual and situational interest in a language learning context. In addition, students' ratings of the learning experience and intended effort were added to investigate associations between these student variables and their perceptions of teacher self-disclosure and interest. Data were collected in language classes of 16 different instructors. In total, 185 students participated in the qualitative part of the study, Phase 1, by filling out surveys at the beginning and end of the semester. For the main analysis, correlation and regression analyses were used in order to explore the relations between students' perceptions of teacher self-disclosure and initial individual interest, situational interest, the learning experience, and intended effort. Further, a total of nine instructors and eight students participated in the qualitative part, Phase 2, by agreeing to be observed and interviewed. Here, the focus was on describing and assessing the use of teacher self-disclosure in language classes. Results indicated that teachers were rated as varying in their self-disclosure, but that self-disclosure did not account for much of the variance in students' situational interest. Qualitative results showed that students perceived teacher self-disclosure to be an important communication strategy and one of the influential variables an instructor can bring into the learning experience. Overall, this study makes a contribution to understanding the complexity and interactions of student and teacher variables that are crucial to establish a functioning student-teacher relationship and subsequently healthy learning experience.Item Exploring the relationships between self-determination, willingness to disclose, and attitudes towards requesting accommodations in self-disclosure decisions of university students with learning disabilities(2012-08) Cole, Emma Victoria; Cawthon, Stephanie W.; Emmer, Edmund T.; Falbo, Toni L.; Tharinger, Deborah J.; Way, Pamela j.The number of students with learning disabilities (SLD) at post-secondary institutions continues to grow. Research has found that SLD who use accommodations at their post-secondary institution are more successful in university than those who do not. Yet, research suggests that SLD do not request accommodations at expected levels. Disability self-disclosure is important to SLD because they need to self-disclose their disability to university personnel to obtain accommodations. The reasons for lower levels of self-disclosure by SLDs to university personnel remain unclear. Self-determination, attitudes towards requesting accommodations, and level of self-disclosure (i.e., psychological factors) has individually been identified as possible factors that affect disability disclosure. To date, no study has investigated the effects of these factors on SLD disability disclosure in higher education. This study’s purpose was to investigate differences in psychological factors between two SLD disclosure groups (i.e., no disclosure and university and classroom disclosure). In addition, the study examined what factors SLDs consider when deciding if they will self-disclose their disability to university personnel. To achieve these goals, 31 undergraduate students with learning disabilities completed a mixed methods study comprised of quantitative scales and a qualitative interview. The Self-Disclosure Scale, the Attitudes Towards Requesting Accommodations Scale, and the Revised Self-Disclosure Scale were utilized to measure psychological factors. A 30 minute semi-structured interview was administered to 15 participants to further explore what factors SLD take into consideration when making self-disclosure decisions. Results indicate that the total scores on the Attitude Towards Requesting Accommodations scale, Self-Determination Scale, and the Self-Disclosure Scale were significantly different between self-disclosure groups. Data from student interviews uncovered nine factors that seemed to influence SLDs’: (a) decision to disclose and (b) how deeply they disclosed. Four key qualitative findings that arose from this study were: (a) all SLD report having extensive academic difficulty; (b) students who do not disclose seem to rely solely on informal compensating mechanisms rather than formal accommodations; (c) even in favorable circumstances SLDs may not wish to disclose their disability; and (d) SLD experiences with faculty seem to influence why some students disclose more deeply while other students disclose at a surface level.Item Factors influencing self-disclosure in actual therapy sessions(Texas Tech University, 1983-05) Patten, Thomas GeraldNot availableItem Gay men’s experiences coming out online : a qualitative study(2016-05) Chester, Matthew Ryan; Rochlen, Aaron B.; Schallert, DianeThe current study employed qualitative methodology to investigate the experiences of 12 men who came out online, using Facebook. Analysis of coding data yielded several key themes. First, gay men discussed a range of experiences that influenced their online disclosure including homophobia, internalized homophobia, and previous salient sexual identity disclosures. Participants also commonly expressed a variety of goals and concerns about coming out online, including improving relationships and loss of friends. Finally, gay men identified several benefits to coming out on Facebook, including increased efficiency in coming out as compared to face-to-face disclosures, increased authenticity, and decreased ambiguity about their sexuality. Results are discussed within the context of literature on men’s coming-out experiences, men and masculinity and online identity management.Item Influence of observation of true stuttering and self-disclosure on college professors' perception of students who stutter(2015-05) Reese, Daniel Martin; Byrd, Courtney T.; Hampton, ElizabethResearch has demonstrated that college professors rate hypothetical students who stutter more negatively than college students who do not stutter. To date, no studies have explored perceptions when observing actual students who stutter. Furthermore, self-disclosure has been proven to influence listener perception. The primary purpose of the present study is to investigate the role self-disclosure has on the perception of college professors.Item Perceptions of self-disclosing stuttering: the impact of self-disclosure on school-age listeners who stutter(2014-05) Klemm, Genessee Rebecca; Byrd, Courtney T.Previous research has indicated that the use of self-disclosure statements may be beneficial in improving listener’s perceptions of a speaker who stutters. While some research to this point is available concerning the perceptions of adults, this theory has not been studied in school-age populations. In addition, information about the perceptions of listeners who are also stutterers is unexplored. This study seeks to address these voids in the literature and also to explore the impact of gender bias in the context of self-disclosure. This study seeks to bolster the evidence-based practice for the technique of self-disclosure and to better understand the perceptions of school-age listeners. Such information could improve treatment delivery and outcomes as part of a comprehensive intervention program for individuals who stutter. Research objectives were explored by exposing participants to two of four possible videos of a speaker who stutters (a male who self-discloses, male who does not self-disclose, female who self-discloses, and a female who does not self-disclosure). Directly after viewing the videos the participant completed a survey probing for perceptions of the speaker, information about their experience with and knowledge of stuttering, and allowing for additional comments to be reported. Results indicated a preference for the speaker who self-disclosed. However, some differences were noted between then listener groups (stutterers versus. non-stutterers). The participants who stuttered tended to be less impacted by the presence or absence of a self-disclosure; they more often reported perceiving “no difference” between the speakers across a variety of traits in comparison to the participants who do not stutter. These results indicate that individuals who stutter and individuals who do not stutter may perceive the use of self-disclose differently. Results, in regards to gender bias, were inconclusive. In summary, results from the current study add to the body of research supporting the use of self-disclosure statements and suggest that individuals who stutter may perceive their use differently than individuals who do not stutter.Item Privacy paradox or bargained-for-exchange : capturing the relationships among privacy concerns, privacy management, self-disclosure, and social capital(2014-12) Hsu, Shih-Hsien; Johnson, Thomas J., 1960-The dissertation seeks to bridge the gap between privacy and social capital on SNS use by bringing the essential elements of social networking, privacy concerns, privacy management, self-disclosure, and social capital together to examine their complex relationships and the daily challenges every SNS user faces. The major purposes of this dissertation were to revisit the privacy paradox phenomenon, update the current relationships among privacy concerns, self-disclosure, and social capital on Facebook, integrate these relationships into a quantitative model, and explore the role of privacy management in these relationships. The goal was realized by using Amazon.com’s Mechanical Turk to test a theoretical model that used survey data from 522 respondents. The findings from the dissertation show the impact of the structural factor—Facebook social network intensity and diversity—and the impact of individuals’ self-disclosure on Facebook on their perceived bridging and bonding social capital. This dissertation employed various measurements of key variables to update the current status of the privacy paradox phenomenon—the disconnection between privacy concerns and self- disclosure on social media—and found the break of the traditional privacy paradox and the existence of the social privacy paradox. Findings also show that private information about personal information, thoughts, and ideas shared on Facebook become assets in using Facebook and accumulating social capital. Meanwhile, higher privacy concerns reduce the level of self-disclosure on Facebook. Therefore, privacy concerns become a barrier in Facebook use and in accumulating social capital within these networks. This dissertation further examined the mediating role of privacy management to solve the dilemma. Findings confirmed that privacy management is important in redirecting the relationships among privacy concerns, self-disclosure, and social capital. People who have higher privacy concerns tend to disclose fewer personal thoughts and ideas on Facebook and miss the opportunity to accumulate social capital. However, when they employ more privacy management strategies, they are more willing to self-disclose and thus accumulate more social capital on Facebook networks. Lastly, the proposed integrated model examined through SEM analysis confirms the delicate relationships among the social networking characteristics, privacy concerns, privacy management, self-disclosure, and social capital.Item Self-disclosure: relationship formation technique for the institutionalized elderly(Texas Tech University, 1983-12) Guidry, Lynn LNot availableItem The effect of incompetence in self-disclosure on interpersonal attraction(Texas Tech University, 1979-08) Stevick, Richard AllenNot availableItem The effect of incompetence in self-disclosure on interpersonal attraction(Texas Tech University, 1979-08) Stevick, Richard AllenNot availableItem The effects of interviewer presumptuousness and interviewee sex on interviewee self disclosure in a female-conducted counseling interview(Texas Tech University, 1982-05) Sullivan, Chesna R..Item The effects of marriage encounter on self-disclosure, trust and marital satisfaction(Texas Tech University, 1979-08) Milholland, Thomas A.The purpose of this study was to assess the effectiveness of Marriage Encounter in increasing the amount of couple self-disclosure, level of trust, and marital satisfaction. Seventeen couples participated in a Marriage Encounter weekend, while twenty-three other couples served as a waiting list control group. Results indicated that the experimental group, relative to the control group, significantly increased in: (a) their level of trust, and (b) their level of marital satisfaction. The results were mixed with regard to the hypothesis that individuals attending a Marriage Encounter weekend, relative to a control group, would significantly increase the amount of self-disclosure to their spouse. Discussion centered on the strengths and weaknesses of Marriage Encounter.Item The effects of self-disclosure, self-esteem, and love/sex attitude similarity on marital satisfaction: a multidimensional analysis(Texas Tech University, 1986-08) Greenfield, David NThis research examined the effects of spousal self-disclosure, self-esteem, and love/sex attitude similarity on marital satisfaction. Married couples were recruited through a variety of local sources, including samples from several clinical settings and divided into three independent groups utilizing the mean husband-wife Global Distress Scale score from the Marital Satisfaction Inventory (MSI) (Snyder, 1981). Following Snyder's clinical breakdown, the groups reflected satisfied, moderate, and distressed couples. Couples were also administered the Rosenberg Self-Esteem Scale (1965), the Opener Scale and Discloser Index (Miller, Berg, & Archer, 1983), and the Love/Sex Attitude Scale (Hendrick & Hendrick, 1984). A comprehensive demographic questionnaire was also given. Utilizing a correlational design, the dependent variables of self-disclosure, self-esteem, and love/sex attitude similarity were analyzed by an analysis of variance. Each dependent variable was also correlated with the mean husband-wife marital satisfaction level. An intercorrelation matrix for all variables and composite variables was computed and a stepwise regression analysis was applied post hoc. Results of this research support the importance of communication in marital satisfaction. When sex differences were examined, this effect was far greater for wives than for husbands and appears to apply more to the elicitation (opening) of self-disclosure, as compared to the expression of disclosure. Opener scores for both husband and wife were also correlated with their spouse's individual marital satisfaction scores. (The relationship was greater for wives' opener scores with husbands' marital satisfaction.) Self-esteem proved to be significantly related to marital satisfaction for husbands and wives, Differences between husband and wife self-esteem levels were not noted among the three couple groups. Individuals' ratings "as if" spouse were rating their self-esteem differed across the three groups. Love/sex attitude similarity differed significantly for sex attitudes only (not for love attitudes) with greater distress with greater husband-wife attitude differences. Results of the regression analysis indicated that the wife's communication eliciting ability accounted for nearly 50 percent of the couples' mean marital satisfaction variance. The second highest amount of variance was accounted for by husbands' level of self-esteem with 13 percent of the mean marital satisfaction variance. Results are discussed from an interpersonal and individual perspective.