Correlates of College Retention and GPA: Learning and Study Strategies,Testwiseness, Attitudes,and ACT

This study assessed unique contributions of learning, study, and test-taking strategies; students' attitudes about college; and ACT scores, and linked them to college GPA and to retention. Although several variables contributed significantly to GPA, only GPA made a significant unique contribution to attrition and retention. This suggests that learning and study strategies and students' college attitudes affect attrition indirectly through GPA.     

Conflict in the Dyadic Play of 3-Year-Old Children

Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.     

Early communication strategies: using video analysis to support teachers working with preverbal pupils

Carolyn Anderson is a speech and language therapist who is currently working as a senior lecturer at the University of Strathclyde. In this article she provides an early account of her ongoing research into communication between teachers and pupils with severe and complex learning disabilities. Video recordings were made of teacher-pupil interactions. The recordings were then analysed in terms of the numbers of turns taken by pupils and teachers; the strategies teachers and pupils used to initiate and respond in interactions; and the numbers of information carrying words teachers used with pupils with different levels of language comprehension. Carolyn Anderson's findings will help teachers who want to develop their own awareness of the role they play in communicating with pupils. This research will also support staff who are trying to encourage pupils with learning difficulties to become more actively involved in interactions and teaching and learning opportunities.     

Reflections on the past,directions for the future: A template for the study and instruction of interpersonal communication

The purpose of this investigation was to validate a template for the instruction of interpersonal communication. Two dimensions emerged that characterize the study of communication: a theory—application dimension and a communication—relationships dimension. These anchors serve as the foundation for the Interpersonal Communication Template. Juxtaposing these two dimensions yields a four‐quadrant template featuring: theory—communication; theory—relationships; application—communication; application—relationships. Journal articles were categorized within the four quadrants. Five hundred and seventy two articles were reviewed, resulting in the identification of 998 interpersonal communication theories, constructs, and contexts. The theories, constructs, and contexts were then collapsed into 120 interpersonal communication topics. To derive the interpersonal communication topics, the co‐coders utilized the constant comparative method (i.e., analytic induction) (Glaser & Strauss, 1967). The organization of the 120 topics within the communication—relationships and theory—application dimensions provides an illustration of the field utilizing the Interpersonal Communication Template as an organizing mechanism. Implications of the template for research and instruction of interpersonal communication are discussed.     

Effect of timing of communicator identification and level of source credibility on attitude

This study investigated whether roommates who were similar in their communication traits would express more satisfaction with and affinity for their roommates. Specifically, the communication traits of willingness to communicate, interpersonal communication competence, and verbal aggressiveness were considered. Participants (college students and their roommates) completed measures of their own communication traits and their feelings about their roommates. Results showed that roommates who were prosocially similar (when both roommates were high in willingness to communicate, when both roommates were high in interpersonal communication competence, and when both roommates were low in verbal aggressiveness) reported the highest roommate satisfaction and liking.