How is Self-Disclosure Perceived?: The Impact on Collegiality as Seen Through the Dialogic Autoethnography of Disclosure Recipients

DOI

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Other Title
  • 自己開示はどのように受け止められるのか―被開示者の対話的オートエスノグラフィーからみる同僚性への影響―
Published
2025-09-30
DOI
  • 10.19024/jajls.28.1_127
Publisher
The Japanese Association of Sociolinguistic Sciences

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Description

<p>In recent years, active learning has become central to university education, emphasizing autonomous, interactive, and collaborative approaches. The importance of self-disclosure has grown, as it promotes well-being and helps enhance teacher morale and reduce burnout. To build open collegiality among educators, research is needed to explore the impact of self-disclosure from the perspective of the recipient. This study examines how self-disclosure influences collegiality from the recipient’s viewpoint. Using dialogic autoethnography (AE), the qualitative investigation focused on the impact of Teacher A’s (Tanaka’s) self-disclosure on Teacher B (Kimura), facilitated through dialogue with Teacher C (Nakamura). Dialogic AE encourages self-objectification and new insights through feedback from conversations. The findings revealed that Tanaka’s self-disclosure prompted Kimura to reflect, recognize unconscious biases, manage conflicting emotions, and adopt a positive attitude toward rapport-building. Kimura also showed increased interest in understanding others and enhanced psychological well-being in six aspects: personal growth, purpose in life, autonomy, environmental mastery, self-acceptance, and positive relations with others. These results suggest that self-disclosure contributes to building open collegiality and enhances psychological well-being.</p>

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Details 詳細情報について

  • CRID
    1390587675159710592
  • DOI
    10.19024/jajls.28.1_127
  • ISSN
    21897239
    13443909
  • Text Lang
    ja
  • Data Source
    • JaLC
  • Abstract License Flag
    Disallowed

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