대학 수업에서 지각된 교수자의 자기노출이 공신력 및 학습효과에 미치는 영향: 수업관련성의 조절효과
The effect of Teachers’ Self-Disclosures on Teacher Credibility and Learning
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본 연구는 대학 수업에서 교수자의 자기노출이 교수자의 공신력 및 학습효과에 미치는영향을 살펴보는 것을 목표로 한다. 교수자 자기노출은 교수자가 수업 중에 사적인 정보를 드러내는 커뮤니케이션 행위로 노출량, 관련성, 부정성 세 가지 차원으로 구분하고, 노출량은 일상 노출량과 신념 노출량으로 세분화하였다. 이들이 교수자 공신력(능력, 신뢰성, 관심)과 학습효과(인지적, 감정적)에 미치는 영향을 분석하기 위해 대학생247명을 대상으로 설문조사를 실시하였다. 회귀분석 결과, 자기노출의 수업 관련성은공신력과 학습효과 모두에 긍정적인 영향을 미쳤고 부정성은 부정적 영향을 미쳤다. 선행연구에서 일관된 설명력을 보이지 않은 교수자의 자기노출량은 공신력과 학습효과에 유의미한 영향을 미치지 않았다. 그러나 신념 노출량은 관련성과 유의미한 상호작용 효과를 보였다. 이러한 결과는 교수자는 수업내용과 연관된 긍정적 모습의 자기노출을 통해 지식전달과 감정적 지원을 할 수 있음을 시사한다.
Abstract
The purpose of this study was to analyze the influence of teachers’ self-disclosures on teacher credibility (competence, trustworthiness, and caring) and learning(cognitive and affective learning). Teachers’ self‐disclosure was examined in terms of amount(personal life, beliefs), relevance, and negativity. Regression analysis results for questionnaires administered to 247 university students showed self‐disclosure relevance was positively related to teacher credibility and learning, self‐disclosure negativity was negatively related to them and self‐disclosure amount wasn’t related to them. However the interaction between self‐disclosure amount and relevance level is significant and relevance was found to be a significant moderator between amount and credibility/learning. Findings were discussed for teachers revealing personal information which is positive and relating to the topic of classroom discussion.
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