Cronbach's Alpha Versus Components of Variance Approach (COVA): Dispelling Three Myths about Alpha and Suggesting an Alternative Reliability Statistic for Communication Trait Research

This study examined the effects of sociocultural factors and perceptions of mental illness on preferences for indirect disclosure. We surveyed 354 college students from China and the U.S. The results indicated that (a) males and members of the collectivistic culture reported more stigmatized attitudes; (b) stigma endorsement was positively associated with preferences for indirectness; and (c) males, members of the collectivistic culture, and individuals without previous interpersonal contact with someone with a mental illness were more likely to recommend an indirect disclosure strategy. The findings demonstrate the importance of considering how sociocultural factors can affect individuals’ preferences for disclosing stigmatized identities.     

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.     

Reported Argumentativeness and Verbal Aggressiveness Levels: The Influence of Type of Argument

Arguments in interpersonal relationships can be divided into two types: public issue arguments and personal issue arguments. This study examines the ability of type of argument, trait argumentativeness and verbal aggressiveness, and gender to predict reported argumentativeness and verbal aggressiveness levels related to a particular argument episode. Reported argumentativeness levels were higher in the public argument condition, and reported verbal aggressiveness levels were higher in the personal argument condition. Trait argumentativeness predicted reported argumentativeness levels better in the public argument condition than the personal argument condition, suggesting that type of argument may serve as a moderator for the relationship between trait argumentativeness levels and argument-specific argumentativeness levels. Implications for using these two scales to examine interpersonal argument are discussed.     

A new model of collaborative action research; theorising from inter-professional practice development

The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners’ zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation.     

The process of relationship development and deterioration: Turning points in friendships that have terminated

This study examines friendships that have ended. Five recalled trajectories for dissolved friendships were found. Certain turning points were generally associated with increases in friendship closeness, while others were associated with decreases in closeness. In addition, gender differences were found for several of the turning points reported. Implications are discussed for interpersonal communication research based on a traditional linear conceptualization of relational development and deterioration.