共查询到20条相似文献，搜索用时 15 毫秒
1.
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. 相似文献
2.
Michael S. Waltman 《Journal of Applied Communication Research》2013,41(4):295-308
An important area of applied communication research is teachers’ use of classroom discipline and management strategies which have become known as Behavior Alteration Techniques (BATs). The instrument commonly used to measure teachers’ use of BATs is the checklist of Behavior Alteration Techniques. The purpose of the present research was to assess the convergent validity of the checklist of Behavior Alteration Techniques. Thus, this research attempted to assess the extent to which teachers’ likelihood‐of‐use ratings converge with other measures of teacher BAT use. It was hypothesized that the correlation between students’ and student teachers’ ratings of the frequency of teacher BAT use would be significantly higher than the correlation of either index with teachers’ likelihood‐of‐use ratings. This hypothesis was not supported: The BATs checklist did not fail this test of convergent validity. However, the results do not support the claim that the BATs checklist passed this test of convergent validity. Explanations for these results are offered and their implications are discussed. In brief, the present results suggest important considerations in the study of this important area of applied communication. 相似文献
3.
《Communication methods and measures》2013,7(3):163-176
Instructional communication scholars have long been interested in creating and testing alternative approaches to measuring cognitive learning. One of the existing measures, the Cognitive Learning Measure (Frisby & Martin, 2010), has not yet been fully validated. This series of three studies examined the factorial and concurrent validity of the scale. Results revealed that a three-factor measurement model was a better fit to the data than the original unidimensional factor model. Concurrent validity was established with respect to student motives, affective learning, student interest, classroom participation, and out-of-class communication with their instructors. The measure is discussed as a viable option for both operationalization of cognitive learning and as a complement to other learning tests. 相似文献
4.
《Communication monographs》2012,79(1):62-64
Anxiety experienced while in a public speaking situation (speech anxiety) is discussed within the framework of Trait‐State Anxiety Theory. Speech anxiety may be considered a dispositional variable designed to measure individual differences in speech anxiety proneness (Speech A‐Trait) or a measure of anxiety experienced during a particular speech (Speech A‐State). Physiological and behavioral measures of speech anxiety are typically viewed as A‐State measures. Self‐report indices may be considered either state or trait anxiety measures depending on the context in which the measures were obtained. The development of a scale to measure both Speech A‐State and Speech A‐Trait, including initial normative, reliability, and validity data, is reported. 相似文献
5.
Kathleen M. Long Shirley D. Fortney Danette Ifert Johnson 《Communication Research Reports》2013,30(4):349-356
This research reports a study designed to assess the reliability and validity of an instrument measuring observers' reports of compulsive communication. The development of an observer report of compulsive communication is important for three reasons: to assess possible differences between self‐perceived and observer reports of the construct, to gain insight into the positive and negative reactions of others to talkaholics and to provide a method for giving feedback to talkaholics regarding their communication behavior. The observer measure, the TS — Observer Report, was found to be a reliable instrument. Correlations between the TS ‐ Observer Report and Talkaholic Scale (TS) and communication apprehension scores were significant; however, the correlation between the TS‐ Observer Report and Willingness to Communicate (WTC) was not significant. 相似文献
6.
《广播与电子媒介杂志》2013,57(3):378-384
In an effort to discover a means of empirical distinction between normal and problem television viewing, 2 reliable measures of television addiction were created by writing items to reflect established criteria used in psychiatry for the detection of substance dependence. One measure contains 4 factors measuring distinct components of addictive behavior: heavy viewing, problem viewing, craving for viewing, and withdrawal. Supporting construct validity, these factors were positively related to an alcoholism screening instrument adapted to television use, and to television exposure. The second measure is reliable and unidimensional. 相似文献
7.
8.
A review of the emotional support and social support literature indicates a paucity of instruments which directly measure the phenomena of interest. While many have utilized assessments of “strong” or “weak” links between relational partners, they have not examined the communication modalities specifically. They have also tended to view emotional support as a unilateral product of a source or receiver rather than a product of communicative interactions. In order to examine support more carefully, a unidimensional instrument was developed to measure the communication of emotional support in relationships. As tests of convergent validity, it was suggested that perceptions of emotional support will be positively correlated to perceptions of relational solidarity and relational quality. The final instrument consisted of 13 communication based items with high reliability and evidence of internal, face, and convergent validity. 相似文献
9.
This ‐paper introduces the Instructor Self‐Disclosure Scale and reports on two initial studies that address the reliability and validity of the scale. The Instructor Self‐Disclosure Scale is an 18‐item measure of the amount of instructor self‐disclosure. In Study One, instructor self‐disclosure was positively related to the student motives of relational, excuse‐making, and sycophancy. In Study Two, instructor self‐disclosure was positively related to out‐of‐class communication, the student interest dimensions of meaningfulness and impact, and cognitive learning. Additionally, the Instructor Self‐Disclosure Scale appears to be a unidimensional, internally reliable measure. 相似文献
10.
《Curator: The Museum Journal》2018,61(2):345-352
The purpose of the present study was to explore the types of personal experiences that were related to zoo visitors’ empathic and affective reactions at an animal exhibit. Various studies have suggested the importance of emotional empathy in motivating concern for the biosphere and pro‐environmental behaviors. As such, identifying visitors’ personal experiences at an animal exhibit that may lead to empathic and affective reactions has a direct bearing on learning strategies at zoos, aquariums, and other nature‐based museums. Adult day‐visitors to a United States zoo were asked to provide written open‐ended comments describing any “extra special” experiences they had at an exhibit. These reported experiences were then found to be highly related to visitors’ quantitative ratings regarding their concern, empathy, and sense of connection with nature and wildlife. Preliminary findings are discussed while taking into consideration the additional research questions that remain involving visitors’ empathic reactions to zoo animals. 相似文献
11.
《Communication Teacher》2013,27(2):130-143
Higher education has placed an increasingly greater value on assessment. The Learning Loss Scale may be an appropriate tool to assess learning across disciplines. In this paper, we review the culture of assessment, conceptualizations of cognitive learning, the Learning Loss Scale, and a theoretical explanation, and then we test this measure to evaluate the appropriateness of the scale for cognitive learning assessment in communication and beyond. We examine the Learning Loss Scale through two studies that illustrate validity concerns of previous findings by showing either a smaller or no relationship between the scale scores and performative cognitive learning measures. 相似文献
12.
Brettle A 《Health information and libraries journal》2007,24(Z1):18-37
Introduction: Systematic reviews have shown that there is limited evidence to demonstrate that the information literacy training health librarians provide is effective in improving clinicians’ information skills or has an impact on patient care. Studies lack measures which demonstrate validity and reliability in evaluating the impact of training. Aim: To determine what measures have been used; the extent to which they are valid and reliable; to provide guidance for health librarians who wish to evaluate the impact of their information skills training. Methods: Data sources: Systematic review methodology involved searching seven databases, and personal files. Study selection: Studies were included if they were about information skills training, used an objective measure to assess outcomes, and occurred in a health setting. Results: Fifty‐four studies were included in the review. Most outcome measures used in the studies were not tested for the key criteria of validity and reliability. Three tested for validity and reliability are described in more detail. Conclusions: Selecting an appropriate measure to evaluate the impact of training is a key factor in carrying out any evaluation. This systematic review provides guidance to health librarians by highlighting measures used in various circumstances, and those that demonstrate validity and reliability. 相似文献
13.
The development of the teacher clarity short inventory (TCSI) to measure clear teaching in the classroom 总被引：1，自引：0，他引：1
This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Though existing scales measure both the clarity of content and classroom processes, they are disproportionate in length when compared to common instructional measures, such as measures of immediacy, student state motivation, and student affect. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. Furthermore, the instrument measures both the clarity of instructional content and instructional processes. 相似文献
14.
《Communication monographs》2012,79(1):31-36
This study investigated the impact of age, task complexity, and practice on adult message‐production‐skill acquisition and performance. Participants (30 older adults and 30 college students) learned a sequence for describing geometric arrays and then employed this organizing sequence in a series of 90 performance trials. Half of the participants learned a six‐step (high task‐complexity) sequence, while the remaining participants learned a three‐step (low task‐complexity) sequence for describing the arrays. The results suggest that overall message‐production speed is characterized by a “complexity effect” (i.e., an interaction between age and task complexity such that younger adults exhibited superior performance relative to their older counterparts, and this difference was more pronounced under complex‐task conditions). Complexity effects were also found for initial message‐production‐skill performance and rate of skill acquisition: older adults exhibited slower initial performance and slower rates of skill acquisition than younger adults, and this difference was even more pronounced when learning a complex skill. Finally, the results indicate a significant main effect for age on variation in overall task performance in that older adults’ learning curves, regardless of task complexity, were characterized by greater variability in performance quality from trial to trial. These effects are consistent with changes in processing speed and working‐memory capacity that have been suggested to accompany advancing age. The current findings may be seen to have direct implications for older‐adult‐skills training. 相似文献
15.
Approaches to measurement of communication competence are reviewed. The self‐report approach to measurement of communication competence is examined. It is concluded that self‐reports have little validity as indicants of competent communicative performances but may serve as useful measures of self‐perceptions which may function as precursors of communicative choices. The Self‐Perceived Communication Competence scale is suggested as a measure which can he used for such purposes. 相似文献
16.
Carolyn M. Anderson Matthew M. Martin Dominic A. Infante 《Communication Research Reports》2013,30(3):245-255
A trait Decision‐Making Collaboration Scale was discussed and examined for reliability and validity. The scale represents on‐going scale development to measure decision‐making tendencies. The premise is that individuals are generally willing or not willing to participate collaboratively in decision‐making communication interpersonally. The 13‐item measure is described. Support for validity was addressed by investigating the relationships between the decision‐making construct with argumentativeness, verbal aggression, interpersonal communication competence, and willingness to communicate. Willingness to participate in collaborative decision making was moderately related to argumentativeness, competence, and willingness to communicate in a positive manner, while slightly related to verbal aggression in a negative manner. Some construct validity was offered by asking participants to report their decision‐making tendencies and comparing these reports to their friends’ ratings of them. No significant differences were found. Implications for future research are discussed. 相似文献
17.
A relatively recent addition to the organizational communication literature is the Management Communication Style (MCS) measure developed by Richmond and McCroskey (1979). Although the reliability of this measure has been reported, estimates of validity are noticeably missing. The present study assesses the validity of the MCS instrument by examining the relationship between employees perceptions of supervisors on the MCS and pertinent communication behaviors. Results support positive relationships between MCS and listening, understanding, and quality of communication. Findings provide preliminary evidence supporting the validity of the MCS instrument. Implications for future research are discussed. 相似文献
18.
《Communication monographs》2012,79(4):376-382
Numerous instruments have been proposed to measure interpersonal cognitive differentiation or complexity. Unfortunately, previous research has shown these measures to be only marginally related (O'Keefe & Sypher, 1981). This investigation sought to unravel this methodological tangle by providing further evidence bearing on the comparative validity of several measures of cognitive differentiation as predictors of two written persuasive tasks: a fund‐raising task and a job application letter task. Regression analyses indicated that the Ziller, Martell, and Morrison (1977) self differentiation measure and Crockett's (1965) Role Category Questionnaire were both significantly related and significant predictors of the criterion variables, while Bieri et al.'s (1966) measure was virtually unrelated to any of the study variables. 相似文献
19.
Joe Ayres Noelle Colby‐Rotell Paul Mark Wadleigh Tim Hopf 《Communication Research Reports》2013,30(1):86-93
The purpose of these studies was to develop an instrument to measure patients' perceived communication apprehension in patient/physician interactions. In the first stydy, a five item Patients' Report of Communication Apprehension with Physicians (PRCAP) was developed. The scale appears to be a reliable, unidimensional scale which shows a moderate positive correlation with the Personal Report of Communication Apprehension (PRCA), a moderate negative correlation with willingness to communicate (WTC), and a moderate negative correlation with self‐perceived communication competence (SPCC). In the second study, designed to assess the predictive validity of the PRCAP, those who scored one standard deviation above the mean on the PRCAP reported being less satisfied with their interactions with physicians than those who scored one standard deviation below the mean on the PRCAP. It appears the PRCAP is a reliable and valid instrument that can be employed to pursue issues involving the role of CA in patient/physician interactions. 相似文献
20.
《The Reference Librarian》2013,54(51-52):89-103
In recent years there has been a trend toward greater student involvement in the higher education community. Active learning techniques hold great promise for getting students involved and inceasing their learning outcomes. Critical to the process are the higher order processes of analysis, synthesis and evaluation, the sharing of responsibility for learning with students, and attention to the processes of learning. These techniques have potential to address the needs of an ever-increasing diversity in our student population, as well as the affective domain of attitudes and feelings. Although there are risks to active teaching, it is argued that for library instruction, it is appropriate. Several techniques are described. 相似文献