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- W2068676178 abstract "This study examines the extent to which perceived status differentials influence students' perceptions of the appropriateness of presenter self-disclosure. Students in basic speech communication courses listened to randomly divided audio presentations which were either male or female speakers engaged in high or low disclosure. The presenter was identified as an undergraduate major or a professor. The findings reinforced the notion that there is a relationship between status and self-disclosure, although the unique dynamics of the classroom seem to complicate the relationship. Year in school and gender of the presenter also influence perceptions of the appropriateness of using self-disclosing stories as classroom illustrations." @default.
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- W2068676178 date "1989-04-01" @default.
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- W2068676178 title "Student perceptions of presenter self-disclosure in the college classroom based on perceived status differentials" @default.
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- W2068676178 doi "https://doi.org/10.1016/0361-476x(89)90033-7" @default.
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