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The Effectiveness of Teacher Self-disclosure on College EFL Learners’ Shyness: The Mediating Role of Psychological Security

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Sciences, Chalous Branch, Islamic Azad University, Chalous, Iran

2 Assistant Professor, Department of English, Chalous Branch, Islamic Azad University, Chalous, Iran

Abstract

The aim of the present study was to investigate the impact of teacher self-disclosure on college EFL learners’ shyness with the mediating role of psychological security. It was a descriptive-correlational study with a survey method of research. The population consisted of all college EFL students in Mazandaran universities. Using Morgan’s Table, the sample size included 384 individuals. In order to collect the data, three questionnaires were utilized. The validity and reliability of the questionnaires were secured by using confirmatory factor analysis and Cronbach’s α. Moreover, to answer the research questions, structural equation modeling via LISREL software and to test the significance of the results, the Sobel Test was conducted. The findings demonstrated that teachers’ self-disclosure had a significant but reverse correlation with students’ shyness. Additionally, it was found that teachers’ self-disclosure had a significant impact on students’ shyness and psychological security. Also, considering the result of the Sobel Test, it was found that self-disclosure has an indirect effect on shyness with the mediating role of psychological security. Considering the greater magnitude of the indirect path over the direct path, it can be concluded that the mediating variable augmented the impact, thus confirming the mediating effect of psychological security.

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References
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Educational Psychology
Volume 19, Issue 70
January 2024
Pages 34-59
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