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1.
《Communication monographs》2012,79(4):282-287
This study investigated the effects of leader structuring style (attention to group interaction procedures) on group member satisfaction and communication performance when the task‐orientation of group members varied. Results indicated little difference in the behavior of high task‐oriented subjects regardless of whether they interacted with structuring or nonstructuring leaders. Subjects low in task‐orientation, however, were significantly more satisfied with their leader and their group's task performance, and were rated by judges of discussion tapes as being in higher quality discussion groups and as making more communication skills statements and fewer social‐emotional contributions when they worked with structuring leaders than when they worked with nonstructuring leaders. 相似文献
2.
This study examined the effects of office aesthetic quality on students' perceptions of teacher credibility and communicator style. Ninety‐seven individuals from introductory communication courses participated in this experiment. Participants were assigned to visit either a low or a high aesthetic quality office, or to a no‐office exposure control group, prior to evaluating a videotaped sample of an instructor lecturing in a basic communication course. Results indicated that office aesthetic quality influenced participants' evaluations of teacher credibility and communicator style. 相似文献
3.
Anna L. Eblen 《Communication Studies》2013,64(3-4):181-195
This research coded 40 leaders’ communication and used 172 subordinates’ questionnaires to analyze the relationship of leader communication behavior to commitment. A hierarchical multiple regression was performed for two types of organizations. At hospitals, leaders’ consideration style and reinforcement related positively to subordinate commitment, while interruption and humor related negatively. At a city government, initiating structure style and professionalism related positively to commitment; reinforcement and interruption related negatively. 相似文献
4.
The purpose of this study was to examine the interrelationships among perceived instructor communicator style, perceived instructor trait argumentativeness, and perceived instructor trait verbal aggressiveness in the college classroom. Participants were 236 undergraduate students enrolled in a variety of communication courses at a large Eastern university. Results indicated that (a) perceived instructor trait argumentativeness was positively related to the perceived instructor communicator style attributes of impression leaving, contentious, open, dramatic, dominant, precise, relaxed, attentive, and animated; (b) perceived instructor trait verbal aggressiveness was positively related to the perceived instructor communicator style attributes of contentious and precise, and negatively related to the perceived communicator style attributes of impression leaving, relaxed, friendly, attentive, and animated; and (c) perceived instructor use of verbally aggressive messages was related in some way to the perceived instructor communicator style attributes of contentious, impression leaving, friendly, attentive, animated, relaxed, dramatic, and precise. 相似文献
5.
Brian C. Hansford 《Communication Research Reports》2013,30(1):44-51
The purpose of this study was to examine the extent to which the self‐reports and observations of extreme levels of both dominant communicator style and communication apprehension are congruent Data collected from teacher trainees did indicate that when extreme scores are used self‐reports and observations are more inclined to validate each other. 相似文献
6.
The relationship between student communication motives and perceived instructor communicator style 总被引：1，自引：0，他引：1
Scott A. Myers Timothy P. Mottet Matthew M. Martin 《Communication Research Reports》2013,30(2):161-170
The purpose of this study was to examine the relationship between student communication motives (i.e., relational, functional, participatory, excuse‐making, sycophantic) and perceived instructor communicator style (i.e., friendly, impression leaving, relaxed, contentious, attentive, precise, animated, dramatic, open, dominant). Participants were 228 undergraduate students enrolled in a variety of communication courses at a small Midwestern university. Results indicate that (a) the perceived instructor communicator style attributes of impression leaving, friendly, and contentious predict student use of the relational motive, (b) the attribute of friendly predicts student use of the functional motive, (c) the attributes of animated, contentious, and friendly predict student use of the participatory motive, (d) the attributes of attentive and contentious predict student use of the excuse‐making motive, and (e) the attributes of contentious and friendly predict student use of the sycophantic motive. 相似文献
7.
Leaders of volunteers face different challenges than leaders of paid employees due to different motivations and reward expectations. After synthesizing previous research applying dialectical theory to group members or leaders, this study examines the dialectical tensions that leaders of volunteers experienced and the communication they used to manage those tensions as reported by both the leaders and the volunteers. A constant-comparison method was used to analyze observations and interviews of members and leaders of two community choirs. The findings suggest that leaders of volunteers face eight dialectical tensions representing three broad categories: (a) task and relationship; (b) process and outcome; and (c) internal and external. Leaders negotiated these dialectical tensions through communication strategies including use of humor and appeals to artistic spirituality. These strategies represent hybridization and dualistic discourse rather than a monologic emphasis of one course of action over another. 相似文献
8.
Humor ability,unwillingness to communicate,loneliness, and perceived stress: Testing a security theory 总被引：1，自引：0，他引：1
Nathan Miczo 《Communication Studies》2013,64(2):209-226
The purpose of this study was to develop and test a theory of the laughter‐humor link in interpersonal communication. The basic premise of the theory is that a sense of security underlies the ability to encode humor in everyday conversation. It was hypothesized that communication‐related security (i.e., willingness to communicate) predicts humor ability, which in turn negatively predicts loneliness and perceived stress. Undergraduates completed a survey including the following scales: Unwillingness‐ to‐Communicate, Humor Orientation, Coping Humor, revised UCLA Loneliness, and Perceived Stress. Regression analyses confirm that willingness to communicate predicted humor orientation, while humor orientation mediated the relationship between willingness to communicate and coping humor. Humor orientation negatively predicted loneliness and perceived stress, although in both cases willingness to communicate mediated the relationships. The discussion highlights methodological limitations (e.g., use of self‐report) and reiterates the need for interaction‐ and context‐based studies of the laughter‐humor relationship. 相似文献
9.
《Communication monographs》2012,79(4):307-319
Two studies are reported. The first study examined the extent to which seven forms of language were perceived as powerful and effective when used by an interviewee in a hypothetical job interview. Results suggested a five‐level model of linguistic power and effectiveness, which is independent of communicator sex. The second study examined the same seven linguistic features but in this case two dissimilar intentions were attributed to the interviewee: desire to appear sociable versus desire to appear authoritative. Results indicated that power of style interacted with communicator intention, qualifying to an extent the five‐level model suggested by Study 7. Again, effects were independent of communicator sex. Results of both studies showed that respondents made rather fine discriminations among powerful and powerless language forms, that these discriminations were quite stable, and that some ostensibly powerless forms were judged to be relatively powerful in fact. 相似文献
10.
Narissra Maria Punyanunt 《Communication Research Reports》2013,30(1):30-38
The purpose of this study is to explore humor as a factor in students’ perceptions of college teacher compliance‐gaining in the classroom. Four hundred twenty‐eight college students reported the frequency of their college teachers’ uses of compliance‐gaining tactics, the frequency of humor uses with compliance‐gaining tactics, and the effectiveness of humor used with compliance‐gaining tactics. Results revealed positive and significant relationships between humor uses and uses of particular compliance‐gaining strategies. Findings suggest that students perceive teachers to use humor more frequently with certain compliance‐gaining tactics. Moreover, students reported that certain compliance‐gaining tactics are perceived as more effective than others. 相似文献
11.
Ginny Barnes 《Public Library Quarterly》2013,32(1):58-63
In this article, workplace communications and training consultant Ginny Barnes highlights the workplace tensions as Generation Y young adults replace their baby‐Boomer parents on the job. The author points out that Gen Y staff bring different expectations to the workplace. These young people are, for example, cynical about current leadership and want to be able to trust their workplace leaders; they need parent‐style coaches to help them face the intractable problems that always show up in the workplace; and they are more expert at electronic than interpersonal communication. Barnes says that Gen Y'ers can become good workers but only with some innovative management efforts to help make them so. 相似文献
12.
Scott A. Myers James P. Baker Heather Barone Stephen M. Kromka Sara Pitts 《Communication Research Reports》2018,35(2):131-140
Guided by rhetorical/relational goal theory, the purpose of this study was to examine whether students’ impressions of their instructors’ credibility, attraction, and homophily are influenced by four specific rhetorical and relational communication behaviors that instructors use when communicating with their students in the classroom. Participants were 193 undergraduate students enrolled in a variety of introductory communication courses at a large mid-Atlantic university. Using a series of multiple regression analyses, it was found that (a) clarity emerged as the sole indicator of instructor competence, trustworthiness, and task attraction; (b) clarity and confirmation emerged as indicators of goodwill; and (c) humor and confirmation emerged as indicators of social attraction and attitude homophily. 相似文献
13.
This investigation focuses on how subordinates perceive their supervisor's affirming communicator style (i.e., friendly, attentive, and relaxed) and the upward influence tactics they select. Results demonstrated that: 1) both managerial and nonmanagerial employees are less likely to use hard influence tactics (i.e., assertiveness) when communicating with supervisors with an affirming style, 2) managerial employees are more likely than nonmanagerial employees to use hard upward influence tactics (i.e., coalition, upward appeal, and assertiveness), 3) nonmanagerial employees perceive supervisors who communicate with an affirming style as being more participative decision makers, and 4) both managerial and nonmanagerial employees are more satisfied with supervisors who communicate with an affirming style. 相似文献
14.
15.
Robert John Sidelinger 《Communication Research Reports》2013,30(3):292-301
This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction. 相似文献
16.
Carole A. Barbato Elizabeth E. Graham Elizabeth M. Perse 《Communication Research Reports》2013,30(1):48-57
This study explored the relationship between interpersonal communication motives and perceptions of humor use among elders. Elders (N = 143) ranging in age from 50 to 94 completed questionnaires assessing their interpersonal communication motives (ICM), perceived uses of humor (UHI), and demographics. The hypotheses predicting differential relationships among uses of humor and motives for communicating were supported. Elder men and women differed in their ICM and UHI. 相似文献
17.
《Communication Teacher》2013,27(3):159-165
Objective: The goal for this project is for students to develop their interpersonal communication competence. Students identify an interpersonal competency (skill) that they wish to develop (or eliminate) to become a more effective communicator. Courses: This assignment is designed for use in a skills-focused undergraduate interpersonal communication course. 相似文献
18.
Audience reactions to the use of direct and personal disparaging humor in informative public address
Michael Z. Hackman 《Communication Research Reports》2013,30(2):126-130
In this study 126 subjects were exposed to one of three versions of a speech on “Effective Listening.” In one version no humor was added to the speech. In the other versions examples of direct and personal self and other‐disparaging humor were included in the presentation. Subjects rated the message and the message source on a number of dependent variables. Data, in general, suggest that those speakers who use direct and personal disparaging humor of any kind are rated as having a better sense of humor than those speakers who use no humor. Further, the use of self‐disparaging humor serves to reduce ratings of expertness while the use of other‐disparaging humor produced lower ratings of character. 相似文献
19.
Media companies are different from manufactures and other commercial organizations. They have both measurable economic goals and nonmeasurable social responsibilities. Leading these companies is a difficult task. The main issue is that an appropriate leadership style for media people must balance business and political goals. In this study, semi-structured interviews were used to collect data about Greek media leaders. The research explores and identifies the leadership style of CEOs heading the top media companies in Greece. These findings indicate that media leaders use a mixed leadership style involving both transformational and transactional styles in order to anticipate the peculiar external and internal media environment. 相似文献
20.
翟幼艾 《科学传播与科学教育》2024,(4):123-136
在人们日益增长的科学知识需求背景下,科学传播已经成为一项全民参与的社会活动,无论是科学传播者,还是接受者都在快速化、套餐化、多元化的传播环境中各自寻找渠道和方法,这些供需关系促进了科学传播娱乐化的快速发展。科学传播娱乐化手段的使用一直是这项工作中饱受争议的一个话题,但是在传播过程中,传播者和接受者都向往能以一种有趣的方式,以娱乐的心态来享受科学传播内容带来的快感。那么,科学传播娱乐化与科学传播娱乐性的区别是什么？科学传播娱乐化在使用娱乐化手段的时候要如何达到传播者和接受者双向对等的效果。分析已有的科学传播渠道可以获知其中娱乐化手段的效果,并分析这种方法的未来可行性。社会环境的转变在传播过程中影响了接受者接收传播内容的效率。未来科学传播应用娱乐化手段的创新方式是科学传播工作者们需要在实践中研究的重点问题。 相似文献