Instructor Self-Disclosure and Third-Party Generated Warrants: Student Perceptions of Professor Social Media Use

Abstract

Guided by warranting theory, this experiment examined students’ perceptions of mediated self-disclosive messages generated by a professor and members of a professor’s social network. Using a 2 (self-disclosive messages: professional or personal) x 2 (warranting cues: present or absent) factorial experiment with Twitter, students’ perceptions of professor credibility and attractiveness were examined. Results showed no main effects for warranting cues on perceived instructor credibility or social attraction. However, a professor who tweeted professional self-disclosures was perceived as higher in competence and task attraction, whereas a professor who tweeted personal self-disclosures was perceived as higher in character and social attraction.