Discouraging Instructional Dissent and Facilitating Students' Learning Experiences Through Instructor Self-Disclosure

The purpose of this study was to examine if instructors’ self-disclosures in the college classroom (i.e., amount, relevance, negativity) influence students’ instructional dissent responses (i.e., expressive, rhetorical, vengeful) and learning outcomes (i.e., cognitive learning, affective learning, motivation). In line with research by Ellis (2004 Ellis , K. ( 2004 ). The impact on perceived teacher confirmation on receiver apprehension,...