| Abstract: | Examined the relative effectiveness of modeling and instructional procedures in training college students to self-disclose. 48 male undergraduates were randomly assigned to 1 of the following instructional conditions: specific instructions to discuss personal feelings within specified topic areas, general instructions to discuss personal feelings within the same topics, or no instructions. Half of the Ss also listened to a model discussing his feelings within identical topic areas, and half did not receive a model. All Ss then participated in a brief monologue, which was scored for self-disclosure. Instructions and modeling, alone and in combination, increased the occurrence of self-disclosure, but the performance of the combination condition was not significantly greater than the performance of modeling or instructions alone. A post hoc analysis showed the instructional effect was due to the difference between specific instructions and no instructions. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
