Two studies concerning the predictive validity of the personal report of communication apprehension in employment interviews

Two studies were conducted to provide evidence concerning the predictive validity of the Personal Report of Communication Apprehension in Employment Interviews (PRCAEI). The first study, conducted in a laboratory setting, indicated that those who scored relatively high on the PRCAEI were recommended to be hired less often than those with relatively low PRCAEI scores. High PRCAEIs were also seen as less trustworthy, less task oriented, and less socially attractive than low PRCAEIs. The second study, conducted in the field, found a negative relationship (‐.84) between candidates’ scores on the PRCAEI and the rank they were given by an interviewer. That is, the higher one's PRCAEI score, the lower interviewers ranked him or her relative to others interviewing for the position. These studies offer strong support for the predictive validity of the PRCAEI and suggest CA is an extremely important variable in job interviews.     

Intercultural willingness to communicate and communication anxiety in international teaching assistants

This study addressed patterns and correlates of communication apprehension, intercultural communication apprehension, and intercultural willingness to communicate in international teaching assistants. Results indicated an inverse relationship between communication apprehension of international TAs and their satisfaction with students, relationship with students, and perceptions of student ratings of instruction. Similar results were found for ITA state anxiety. Inverse relationships were also found between ITA intercultural communication apprehension and relationship with students and perceptions of student ratings of instruction. International teaching assistant CA and ICA were positively related with ITA state anxiety.     

The relationship between willingness to communicate and solidarity with frequency,breadth, and depth of communication in the sibling relationship

People communicate differently based on their willingness to communicate, along with their feelings of solidarity with the receivers (McCroskey & Richmond, 1987). People who are high in their willingness to communicate and feel close to their receivers would seemingly communicate more frequently and intimately. This study investigated this proposition by considering the late adolescent sibling relationship. College students were asked to complete a questionnaire focusing on the frequency, breadth, and depth of their communication with their siblings. Participants also completed measures of their trait willingness to communicate, their willingness to communicate with their siblings, and their solidarity with their siblings. People's willingness to communicate and willingness to communicate with their siblings was positively related to their frequency, breadth, and depth of communication with their siblings. Solidarity was also found to be positively related to frequency, breadth, and depth of communication.     

Correlates of verbally aggressive communication in adolescents

This investigation identifies demographic, media, and social correlates of verbally aggressive communication in adolescence. Mail surveys were completed and returned by 2,300 adolescents between the ages of 13 and 15. These adolescents were asked about the prevalence of verbal and physical aggression, the context in which it occurred, demographics, and the interpersonal and media influences in their lives. The results indicate that verbal aggression is widespread, that committing and experiencing verbal aggression is largely reciprocal, that there is a strong relationship between committing verbal and physical aggression, and that peer social influence and listening to violently oriented music are mildly related to verbal aggression in adolescents. These findings suggest more resources should be allocated to teaching adolescents to understand and control verbal aggression. Further, they provide important answers to many prevention and intervention programmatic questions, including context, content, and targeting concerns. Since the negative consequences of verbal aggression are severe and long lasting, decreasing this destructive communication behavior should significantly improve the lives of many adolescents. These and other practical implications are expanded upon and discussed.     

Correlates of verbally aggressive communication in adolescents

This investigation identifies demographic, media, and social correlates of verbally aggressive communication in adolescence. Mail surveys were completed and returned by 2,300 adolescents between the ages of 13 and 15. These adolescents were asked about the prevalence of verbal and physical aggression, the context in which it occurred, demographics, and the interpersonal and media influences in their lives. The results indicate that verbal aggression is widespread, that committing and experiencing verbal aggression is largely reciprocal, that there is a strong relationship between committing verbal and physical aggression, and that peer social influence and listening to violently oriented music are mildly related to verbal aggression in adolescents. These findings suggest more resources should be allocated to teaching adolescents to understand and control verbal aggression. Further, they provide important answers to many prevention and intervention programmatic questions, including context, content, and targeting concerns. Since the negative consequences of verbal aggression are severe and long lasting, decreasing this destructive communication behavior should significantly improve the lives of many adolescents. These and other practical implications are expanded upon and discussed.     

Teaching assistant argumentativeness and perceptions of power use in the classroom

This study explored the relationship between TA argumentativeness and self reports of power use in the classroom. Results indicated that TA argumentativeness was positively correlated with overall TA power use. Specifically, use of referent and expert power were positively correlated with TA argumentativeness. Significant differences existed between high and low argumentatives for overall power use. Significant differences between argumentativeness levels were also found for referent and expert power.     

Teacher e-mail message strategies and students' willingness to communicate online

In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.     

Teacher e-mail message strategies and students' willingness to communicate online

In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.     

Understanding the psychometric properties of the humor assessment instrument through an analysis of the relationships between teacher humor assessment and instructional communication variables in the college classroom

The purpose of this study was to examine the psychometric properties of the newly developed Humor Assessment (HA) instrument. Previous research (Wrench & McCroskey, 2001) noted a construct validity problem with the Humor Orientation (HO) scale created by M. Booth‐Butterfield and S. Booth‐Butterfield (1991). This study examined the relationships between the HA, which corrects the construct validity problem seen in the HO, and affective learning, nonverbal immediacy, cognitive learning, learning loss, student motivation, and teacher credibility.     

Effects of communication environment,immediacy, and communication apprehension on cognitive and affective learning

This study explores relationships among immediacy, communication apprehension, and learning outcomes between two class formats: mixed-size sections (i.e., large-lecture/break-out sections) versus self-contained sections. The results indicated that students' cognitive learning outcomes were slightly greater in the mixed-size sections versus self-contained sections. In addition, affective learning decreased for all students from the first day of class, though it decreased slightly more for students in the large-lecture/break-out sections. When the teacher was perceived as highly immediate, however, there was no difference in affective learning due to format.     

Disposition versus situation: Neurocommunlcology and the influence of trait apprehension versus situational factors on state public speaking anxiety

Research indicates that individuals with elevated levels of public speaking anxiety report significantly different mental representations of the public speaking context, when compared to individuals with lower levels of anxiety. To examine the effect of the differences in mental representations, narratives for three public speaking contexts were developed. Results indicated that disposition (i.e., trait apprehension) was a better predictor of state anxiety when giving an impromptu speech. Situational factors (i.e., importance, skills, impression), however, were better predictors of state anxiety when either giving a speech to a 5^th grade class or giving a speech to friends.     

Feeling Connected via Television Viewing: Exploring the Scale and Its Correlates

Contextualized in television program viewing, the current study seeks to develop a new scale that captures individuals' feelings of being connected to others via media consumption. Literature on general human motivation and media consumption motivation sheds light on social relatedness in television experiences. Data suggest a three-factor structure of the focal concept of feeling connected via television viewing (FCTV): (1) a perception of shared viewing among one's immediate social circle and anticipation of subsequent communication as aided by television programs, (2) a sense of global community enhanced by shared television experiences, and (3) communication with distant unknown others. A stronger sense of FCTV predicts a greater tendency for an individual to watch a program when it is first released, and to watch it together with one's friends, as well as a higher level of general involvement with television. Further, we differentiate the focal concept of feeling connected to other television viewers via television viewing from the related concept of parasocial interaction with television characters. Relative to parasocial interaction, FCTV better predicts collective viewing and first-run viewing.     

A progress report on the development of an instrument to measure communication apprehension in employment interviews

The purpose of this study was to develop an instrument designed to measure communication apprehension in employment interviews. The Personal Report of Communication Apprehension in Employment Interviews (PRCAEI) consists of 5 items. Factor analysis revealed that all 5 items loaded on a single factor with a reliability of 89. The instrument showed reasonable overlap and divergence from the Personal Report of Communication Apprehension. As expected, the PRCAEI was inversely correlated with willingness to communicate and self‐perceived communication competence; Those with relatively high PRCAEI scores also reported entertaining more negative thoughts in imagined interviews than those with relatively low PRCAEI scores. Implications of these findings are discussed at the conclusion of this report.     

Ready,Aim, Fire! Violent Video Game Play and Gun Controller Use: Effects on Behavioral Aggression and Social Norms Concerning Violence

In addition to individual risk factors, recent findings surrounding the effects of violent video game play have provided compelling evidence that the contextual features of games also contribute to increased outcome aggression. The current study focuses on the relationship between violent video game play and the use of gun controllers on both social norms related to aggression and real-life behavioral aggression. As predicted, both violent video game play and gun controller use were positively related to behavioral aggression. The implications of these findings are discussed along with their influence on future research in this area.     

The effects of skills training on communication satisfaction and communication anxiety in the basic speech course

This study was designed to test the effects of skills training and experience on communication satisfaction and communication anxiety in the basic speech course. Skills training was operationalized as completion of COMM 15000, Theory and Practice of Oral Discourse, and experience was operationalized as multiple rhetorical performances. The results showed that students of the basic speech course experienced an increase in communication satisfaction and a decrease in communication anxiety following skills training for this sample. Moreover, highly apprehensive students reported being more satisfied with their communication interchanges following completion of the basic speech course.     

Television Teaching: Parody,The Simpsons,and Media Literacy Education

This paper examines televisual parody as a media literacy educator, and the potential of parody to channel the powers of comedy and entertainment in order to “teach” the techniques and rhetoric of televisual texts and genres. It focuses on the case of the hugely successful and popular animated parodic sitcom, The Simpsons, and its playful attack on advertising and promotional culture. Currently in its 16th season, The Simpsons broadcasts to approximately 60 million viewers in 70 countries weekly, offering a playful critique of television from within the television frame.     

Trait anxiety,experience, and the public speaking state responses of Finnish university students

This study focuses on the public speaking state responses among 47 Finnish subjects. Cognitive, behavioral, and physiological components of stale‐responses were investigated in relation to speakers’ trait communication anxiety and amount of previous experience speaking in public. Trait communication anxiety was found to correlate significantly with the cognitive aspect of state response, whereas amount of previous experience was found to be reflected in subjects’ heart rates. Characteristics of the Finnish speech culture and educational system are discussed when interpreting the results.     

Gender differences in the communication values of mature adults

Contrary to the “different cultures” view of men's and women's communication, prior research on communication values has found only small sex differences in the value placed on various affective and instrumental skills. However, this research has been criticized because college students' values may not reflect those of older individuals, and because it has failed to examine the influence of psychological gender (femininity and masculinity). In the current study, 153 men and 151 women over the age of 40 completed the Communication Functions Questionnaire (a measure of value for eight communication skills), as well as the Bern Sex Role Inventory (a measure of femininity and masculinity). Consistent with past research, sex differences in communication values were few and small. Femininity and masculinity were positively associated with most communication values, and mediatedmost of the observed sex differences.     

The Typhoid Marys of the Left: Gender,Race, and the Broadcast Blacklist

Scholarly accounts of gender, race, and television in the 1950s have mainly focused on the ideological content of programming that ultimately made it onto the air. This research has played an important role in reckoning with the political and cultural legacies of 1950s television. But the focus on ideology and content has prevented us from fully understanding the repressive nature of anti-communist thought and action, both in terms of the powerful ways in which the broadcast blacklist made the production of progressive themes and images impossible, and in terms of how the fear that followed from the blacklist repressed the memory that such alternatives had ever existed. Counter to the images of white suburban women we have inherited from the 1950s, the first two casualties of the broadcast blacklist were professional women who were politically active—white actor Jean Muir and African American musician Hazel Scott—whose involvement in civil rights was deemed evidence of their communist sympathies. This essay builds on earlier research on gender and 1950s television not by analyzing the absence of strong women, people of color, immigrants, and working-class families from the televisual landscape, but by looking at the elimination of the very cultural workers writing, agitating, and fighting to broadcast these representations.     

Television Viewing,Racial Attitudes,and Policy Preferences: Exploring the Role of Social Identity and Intergroup Emotions in Influencing Support for Affirmative Action

This paper explores how White viewers' perceived portrayals of African-Americans and Latino-Americans on TV influence their real-world feelings and beliefs about these outgroups, which in turn affect their support for race-targeted policies. A computer-based survey (N=323) included measures relating to perceptions about racial/ethnic groups on television, real-world stereotypical beliefs, prejudicial feelings, and support for affirmative action policies. The affective-cognitive model of policy reasoning presented in this paper extends and improves upon prior research in several ways. It considers intergroup emotions as an important mediator by including prejudicial feelings toward racial/ethnic outgroups in the path analyses. Unlike past research that typically grouped all negative stereotypes into one global measure, this study explores how specific types of stereotypes such as criminality and laziness work independently and simultaneously to influence policy preferences. Finally, this integrated cognitive-affective model of policy reasoning is applied to both perceptions of African-Americans and of Latino-Americans, which provides greater confidence in the applicability of the model. Implications of the results and directions for future research are discussed.