Aggressive communication and informational reception apprehension: The influence of listening anxiety and intellectual inflexibility on trait argumentativeness and verbal aggressiveness

Recent training efforts designed to strengthen student argumentation skills and decrease verbally aggressive tendencies have yielded mixed results (Rancer et al., 1997, 2000). Inherent in these efforts is the belief that an individual's use of verbal aggression is implicitly related to law argumentative behavior and a weak system for generating arguments (Infante, 1988). As an extension of this research, we examined the relationships among trait‐like argumentativeness (Infante & Rancer, 1982), trait‐like verbal aggressiveness (Infante & Wigley, 1986) (VA), and Wheeless, Preiss, and Gayle's (1997) construct of informational reception apprehension (IRA). Results indicated that two IRA factors, listening anxiety and intellectual inflexibility, were significant predictors of both aggressive communication traits. Further, both IRA factors accounted for greater variance in trait‐like argumentativeness than in trait‐like VA. Implications of these findings as they relate to Infante's (1987) “argumentative skill deficiency model,” as well as suggestions for future research are discussed.     

History of Targeted Family Verbal Aggression and Informational Reception Apprehension as Predictors of Anger-Coping Behaviors

This study examined anger-coping behaviors as a function of both history of targeted family verbal aggression in childhood and informational reception apprehension. Specifically, this article investigates the degree to which childhood experiences of direct verbal attacks from family members impact anger-coping responses and the moderating influence of informational reception apprehension. To examine this, 159 college-aged students completed measures assessing their history of targeted family verbal aggression, informational reception apprehension, and anger-coping behaviors. History of targeted family verbal aggression was associated with anger-in, anger-out, and anger-control, and these associations were moderated by listening anxiety and intellectual inflexibility.     

Mentoring at-risk middle school students to reduce communication apprehension

Research has demonstrated the efficacy of mentoring at-risk students in a number of fields from physical education to math and science. While separate research has found that many at-risk students lack effective communication skills, little research has explored the potential of communication mentoring in improving at-risk students’ communication efficacy. In our study, we examined the effectiveness of communication majors in a senior capstone course mentoring at-risk middle school students. Mentors were assigned a protégé and were required to design a curriculum targeting specific communication apprehension concerns identified in each student and implement the curriculum over a 10-week period. Analysis of self-reported communication apprehension scores showed at-risk students prior to mentoring reported higher than average levels of communication apprehension. After mentoring, they reported statistically significantly lower levels of communication apprehension. The implications for mentoring, at-risk students, and improved middle school communication education are considered.     

Adult sons' satisfaction with their relationships with fathers and person‐group (father) communication apprehension

The present study was designed to explore the empirical relationship between adult sons' communication apprehension regarding their fathers and satisfaction with those relationships. Results indicated that (1) apprehension and satisfaction were negatively correlated, (2) a descending nonlinear function best described the relationship, (3) both frequency and intensity of apprehension experiences contributed to the prediction of satisfaction, and (4) father communication apprehension was empirically distinct from general dyadic communication apprehension. These results were initially derived from the responses of a screening sample and were subsequently cross‐validated. Theoretical implications are discussed.     

The relationships between the motivational beliefs,course experiences and achievement among postgraduate students in Pakistan

While there is considerable literature concerning the relationship between student motivation and achievement, few studies have examined the relationship between student motivation, course experiences and academic achievement at the postgraduate level. This paper is based on the findings of the initial correlation analysis of the relationship between motivational beliefs and course experiences of 368 postgraduate students in five different subject areas enrolled in day and afternoon classes at a highly-ranked public university in Pakistan. A questionnaire was developed using scales from the Motivated Strategies for Learning Questionnaire and the Course Experiences Questionnaire to measure the motivational beliefs and course experiences of students. Academic achievement was measured using the achievement score in the courses in which the data were collected. The results of the study indicated that students' achievement scores were positively correlated with their self-efficacy for learning and negatively correlated with test anxiety, whereas the course-experience factor learning community was significantly correlated with achievement scores. Significant correlations were also found among almost all motivational beliefs and course experience factors.     

Do students' beliefs about writing relate to their writing self-efficacy,apprehension, and performance?

This study tested a model in which beliefs about writing, writing self-efficacy, and writing apprehension predict writing performance. The Beliefs About Writing Survey, the Writing Self-Efficacy Index, and the modified Writing Apprehension Test were administered to 738 undergraduates to predict their grade on a class paper. In a hierarchical regression, beliefs about writing predicted variance in writing scores beyond that accounted for by writing self-efficacy and apprehension. Audience Orientation, a new belief associated with expert practice, was the strongest positive predictor of the students' grade. Transmission, a belief in relying on material published by authorities, was the leading negative predictor. Writing self-efficacy predicted performance, albeit modestly. The traditional measure of writing apprehension (anxiety about being critiqued) was not significant, but Apprehension About Grammar, a new construct, significantly and negatively predicted performance. These results support the possibility that beliefs about writing could be a leverage point for teaching students to write.     

Associations among community college students’ technology apprehension and achievement emotions in developmental education courses

The saturation of technology in learning environments can create feelings of apprehension in students who are not technologically savvy, especially for community college students who may meet basic expectations for technology use. Despite the infusion of communication technology into higher education, the effects of incorporating this technology in community college classrooms, particularly developmental education courses, remain to be thoroughly studied. Developmental education students enrolled at a multi-campus community college in the southeast of the United States completed a survey containing measures of technology apprehension and achievement emotions. Positive associations among students’ technology apprehension and negative achievement emotions were detected. No significant associations were detected between technology apprehension and the positive achievement emotions of enjoyment, hope and pride. This implies that technology may not play as significant a role in course satisfaction as popular opinion might assume. Data from open-ended questions offered insight into the ways developmental education students view technology and the challenges they face when using technology in their academic pursuits, including concerns related to technology access (i.e. the digital divide). Community college students expect technology in the classroom; however, more research is needed to determine exactly how much and what kind of technology they expect in a specific learning setting.     

The relation between classroom management and mathematics achievement: A multilevel structural equation model

The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques.     

Predicting Kindergarteners' Achievement and Motivation From Observational Measures of Teaching Effectiveness

We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness (TE); therefore, we examined students' (N = 145) achievement and motivation outcomes. We scored 40 lessons (from 10 kindergarten teachers) with two TE observation measures: the content-independent Classroom Assessment Scoring System (CLASS) and the content-specific Reformed Teaching Observation Protocol (RTOP). We found that the two measures' scores were related differently to student outcomes. Instructionally supportive practices (CLASS and RTOP total) predicted achievement and motivation. Emotional support (CLASS) was positively related to motivation but not to achievement. Classroom organization (CLASS) was negatively related to both motivation and achievement. The CLASS total score did not predict student outcomes; its use masked differences across domains of teaching practices.     

Laptop Use,Interactive Science Software,and Science Learning Among At-Risk Students

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students’ science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students’ state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners’ scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students’ motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students’ science achievement, scaffolding students’ scientific understanding, and strengthening students’ motivation to pursue STEM-related careers.     

The impact of communication apprehension on college student retention and success

Communication apprehension is conceptualized as a causal agent in student success. It is implicated in both academic and interpersonal success, two factors identified by prior resesarch as primary predictors of persistence. A four year longitudinal study of the impact of communication apprehension on grade point average and persistence at the university level was conducted. Results indicated high CA students were significantly more likely to drop out and attain lower grade point averages compared to low CA students. The impact of CA was strongest during the first two years. A replication of the study confirmed the impact of CA on student persistence. It is concluded the impact of CA on the probablity of high CA students’ survival in college is substantial and this impact adds to the case favoring the provision of training programs to assist such students overcome their apprehension about communication.     

The influence of student learning characteristics on purchase of paper book and eBook for university study and personal interest

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure.     

Relational maintenance behaviors in the sibling relationship

Beatty, McCroskey, and Heisel (1998) argue that a limitation of current intervention research on communication apprehension is that the experimental designs employed in this research have failed to take into account the effects of testing on participants, among other things. To address this issue, this study employed a Solomon Four‐Group Design, which controls for testing effects, to examine whether systematic desensitization, a widely used procedure for reducing communication apprehension, would reduce communication apprehension beyond the level attributable to repeated testing. These data indicate that systematic desensitization produced a significant reduction in communication apprehension that cannot be explained by “testing effects.” The paper concludes with a discussion of the implications of these findings.     

Support,belonging, motivation,and engagement in the college classroom: a mixed method study

This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the first, quantitative phase, two hypothesized models of student belonging and motivation were tested. In line with the Self-System Model of Classroom Support for Motivation (Connell and Wellborn, in: Gunnar and Sroufe (eds.) Minnesota Symposium on Child Psychology: Self-processes and Development, 1991), Model 1 hypothesized student belonging and motivation to be directly predicted by supportive classroom environment perceptions, and to directly predict engagement, which was hypothesized to predict achievement. Model 2 elaborated on the traditional self-system model and hypothesized student belonging to mediate the relationship between supportive classroom environment perceptions and student motivation. Quantitative findings revealed support for Model 2. Supportive classroom environment perceptions predicted students’ belonging beliefs, which in turn predicted students’ motivation, engagement, and achievement in the course. The second, follow-up qualitative phase suggested ways in which contextual characteristics might influence student belonging beliefs in the classroom. Taken together, the quantitative and qualitative data illustrate the influential role of classroom contextual characteristics on student outcomes, as well as the role student belonging plays in college student motivation and success.     

教学文化的结构要素及其对学业成绩的影响效应研究

采用结构方程模型(SEM)研究教学文化(culture of teaching)的结构要素及其对学生学业成绩的影响效应。主要有以下发现:第一,教学的有效性(effective teaching)、学生的参与性(student engagement)和学习的主动性(learning motivation)是描述教学文化的有效要素。第二,教学文化的各结构要素与学业成绩具有显著相关性。第三,教学文化结构要素对学业成绩具有层次性影响关系:教学的有效性和学生的参与性对学习的主动性具有直接显著影响效应;学习的主动性对学生的学业成绩具有显著的直接影响效应;学习的主动性在教学的有效性、学生的参与性与学生学业成绩之间存在着显著的中介性影响效应;而教学的有效性、学生的参与性两个变量对学业成绩不存在显著的直接影响效应。本研究运用实证数据揭示了教学文化发生作用的动力机制,提出构建良性的教学文化必须以提高教学的有效性为前提,以提高学生学习的主动性为中心,通过提升教与学的品质,促进学生内生性的、可持续的发展。     

Predicting the academic achievement of first-year,pre-service teachers: the role of engagement,motivation, ATAR,and emotional intelligence

Australian universities are enrolling a larger and more diverse undergraduate student population. Counter to this trend, several states have developed plans to restrict entrance into the teaching profession. This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Eighty-three regionally enrolled pre-service teachers agreed to complete self-report questionnaires that assessed engagement with learning and emotional intelligence. The questionnaire data were supplemented with findings from a series of focus groups. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average. Measures of emotional intelligence did not add to the model. The results support the need to consider pre-service teachers’ motivation and engagement with learning, especially given the high stakes nature of proposed reforms to initial teacher education programmes.     

Effort Analysis: Individual Score Validation of Achievement Test Data

Whenever the purpose of measurement is to inform an inference about a student’s achievement level, it is important that we be able to trust that the student’s test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student’s test event is not unduly influenced by construct-irrelevant factors that could distort his score. This article examines one such factor—test-taking motivation—that tends to induce a person-specific, systematic negative bias on test scores. Because current measurement models underlying achievement testing assume students respond effortfully to test items, it is important to identify test scores that have been materially distorted by non-effortful test taking. A method for conducting effort-related individual score validation is presented, and it is recommended that measurement professionals have a responsibility to identify invalid scores to individuals who make inferences about student achievement on the basis of those scores.     

Affective and motivational factors of learning in online mathematics courses

We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy‐two students responded to a self‐report survey on motivation (ie, self‐efficacy, intrinsic value), mathematics achievement emotions (ie, anxiety, anger, shame, hopelessness, boredom, enjoyment, pride), and cognitive processes (ie, cognitive strategy use, self‐regulation). A three‐step hierarchical multivariate regression was employed to examine which of the factors predict student achievement. Results showed that motivation accounted for approximately 13% of the variance in student achievement and self‐efficacy was the significant individual predictor of student achievement. However, when achievement emotions were added to the analysis, self‐efficacy failed to predict student achievement and emotions accounted for 37% of the variance in student achievement. Cognitive strategy use and self‐regulation did not explain any additional variance in the final scores. Findings are discussed and implications for future research and development are also suggested.     

Motivation,Meta-Cognition and Self-Regulation as Predictors of Long Term Educational Attainment

In a longitudinal study, long term educational attainment in secondary education was predicted by motivation, meta-cognition and self-regulation as well as student background variables and prior achievement. The dependent variables were: (1) the position in the fifth grade of the two highest tracks; (2) the choice of examination subjects; and (3) the mean achievement in the fifth grade in the chosen subjects. The position-variable correlates most strongly with the prognosis given at the end of primary education, and with the combined score on three progress tests taken during the first grade of secondary education. There was a large gender difference in the choice of examination subjects with boys choosing the three science subjects (pure mathematics, physics, chemistry) 30% more often. The choice of these subjects also correlates with the scores on the arithmetic progress test in the first grade and a mathematics test taken in the third grade. Achievement motivation and fear of failure are prominent predictors of the mean achievement in grade 5, as is prior achievement. Surprisingly meta-cognitive and self-regulation variables are hardly related to mean achievement.     

Raising the Stakes of Test Administration: The Impact on Student Performance on the National Assessment of Educational Progress

This article briefly reviews the current discussion of the effects of test administration conditions (i.e., testing stakes), and the motivational levels associated with them, on achievement test performance. The non-experimental study presented here investigates whether differences in test administration conditions and presumed levels of motivation engendered by different testing environments affect student performance on National Assessment of Educational Progress (NAEP) administrations. The testing conditions under study are the "low-stakes" environment of the current NAG administration and a higher stakes environment typified by many state assessment programs. The results suggest that in comparison to a "moderate-stakes" testing environment NAEP does not seriously underestimate achievement levels. However, the results cannot lead to the conclusion that student achievement is unrelated to testing stakes. Nor can one conclude that substantially raising the stakes of NAEP would not be accompanied by an increase in achievement scores.