It is the purpose of this investigation to assess the relationship between cohesion and dimensions of self-disclosure in small classroom groups. Highly cohesive groups were characterized by individuals' perceptions of other group members' self-disclosures as unintentional, positive, and less than honest and by perceptions of their own disclosures as honest. Results, which contradict findings of studies using therapy groups, are explained with reference to appropriate self-disclosure in nontherapeutic settings.
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