Journal Critique Summary. Literature & Language Essay

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When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest by Dana Borzea & Alan K. Goodboy
The objective of this study was to identify if instructor misbehavior such as antagonism and lectures would diminish the effective relationship between the relevant self-disclosure of an instructor with the cognitive and emotional interest of students and their engagement such as silent-in-class, out-of-class, oral-in-class, and thinking about the course content.
Self-disclosure by the instructor has been suggested by various researchers as it is associated with the improvement of student’s cognitive learning as long as it is relevant to the given lecture and is not perceived by students to be overly personal, ego-inflating, and occurring in excess. Disclosing opinions and personal information is often done by the instructors to further explain the subject content to students which may lead to beneficial outcomes on the part of the students such as participation, motivation, and effective learning, reinforcing the understanding of student by associating it to real-world experiences.
The instructor’s role is crucial in reinforcing the interest and engagement of students since their way of communicating to students can keep the students interested during their lectures such as being clear and provide summaries and organizational cues, focusing on relevant information. Moreover, students are more engaged when they are in an environment wherein the instructor values the opinions and comments of students and do not exhibit attributes that are overly critical and opinionated, emphasizing student-centered communication.
The concept of instructor misbehavior pertains to a behavior done by the instructor that impedes student learning which includes instructor indolence, effectiveness, and incompetence. This study foc...