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The available literature suggests that teacher self-disclosure and classroom engagement can play a significant positive role in the learning process across disciplines have classified the dimensions of teacher self-disclosure as amount, relevance, and negativity; however, few studies make use of these dimensions to examine their effects on classroom engagement among undergraduate students in STEM fields. This study addresses the following research question: What is the relationship between teacher self-disclosure and classroom engagement of undergraduate students enrolled in STEM courses? Participants in this study were undergraduate students enrolled in the three-semester First Year Research Immersion (FRI) program at Binghamton University (300 first year students and 260 second year students). The participants completed a survey that included questions about their experiences with instances of teacher self-disclosure, and their levels of emotional and behavioral engagement within the program. A relationship between the constructs was studied through structural equation modeling using IBM AMOS software. We hypothesized that perceptions of teacher self-disclosure of research mentors within the FRI program will have a significant direct relationship to undergraduate students' levels of emotional and behavioral engagement. It is expected that findings from this study will generate recommendations that will contribute to the development of teaching and learning within higher education STEM research courses.



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The Role of Teacher Self Disclosure in STEM Undergraduate Students’ Levels of Emotional and Behavioral Engagement