Finds that compulsive communication has low positive relationships with assertiveness, willingness to communicate, self-perceived communication competence, and neuroticism; low negative relationships with introversion and communication apprehension; and moderately high negative correlation with self-reports of behavioral shyness. Suggests that…

Delineates a metatheoretic rationale for a biologically based theory of verbal aggressiveness. Integrates neurobiological principles into the concept of verbal aggressiveness. Presents a working model, and addresses the implications of this theoretical position. (SR)

Finds that self-reported satisfaction as a member of a marital dyad was (1) positively related to the spouse's use of a more co-active style of communication and decision-making, and to the spouse's communication of referent power; and (2) negatively related to the spouse's communication of coercive power and use of reward power. (SR)

Develops two scales based on the conceptualization of intercultural communication apprehension as the fear or anxiety associated with either real or anticipated interaction with people of different groups. States scales consisted of 16 items administered to 396 undergraduate student participants. Reveals a unidimensional factor structure and high…

Examines the relationship between H. Eysenck's personality dimensions (extraversion, neuroticsm, and psychoticism) and communication variables, in three separate studies encompassing more than a dozen communication variables. Finds consistent patterns across the three studies. (SR)

Argues that "goodwill," the third of Aristotle's three elements of ethos, is ignored by many contemporary researchers because of misanalysis and/or misinterpretation of data. Reports empirical research indicating the existence of the goodwill dimension as part of the structure of the ethos/source credibility construct, and provides a…

Contends that communication apprehension represents individuals' expression of inborn, biological functioning, antecedent to social experience and therefore independent of social learning processes. Presents a temperament-based conceptualization of communication apprehension; integrates neurologically-based temperament functions into three…

Discusses decisions that researchers must make in their application of factor analysis to data related to communication phenomena. Offers several suggestions to aid researchers in reaching appropriate decisions. (JMF)

Concludes that traitlike communication apprehension (CA) was found to be a modest predictor of a form of audience-based CA, while a situational component was much stronger. (VLC)

States that trust is a necessary component of a student-teacher relationship for maximal learning to occur. Finds that highly assertive teachers did well with assertive students but fared poorly with less assertive students. Concludes that the positive relationship of teacher responsiveness with student trust was not affected by differing levels…

Communication competence has been approached primarily from three perspectives in the communication literature: (1) as cognitive understanding of communication, (2) as a capability of performing certain communication skills, and (3) as achieving effective communication. Most scholars who write about communication competence view competence either…

Shows that increased teacher immediacy was associated with increased affective learning across the four diverse cultures of Australia, Finland, Puerto Rico, and the United States. Indicates that, whether the norms in the culture favor high or low immediacy, if the teacher is comparatively more immediate, the student's affective learning is…

Tests three rival measurement models of a common measure of trait communication apprehension, the Personal Report of Communication Apprehension (PRCA-24). Finds that the second-order factor model better fits the data in terms of conceptual implications, psychometric properties, and empirical evidence than the linear, unidimensional model or the…

Finds that teachers who perceived their students to be more nonverbally immediate with them in their classrooms expressed more positive affect for the students than did teachers who perceived their students as engaging in less nonverbally immediate behaviors. (SR)

Current conceptualizations of the construct of "communication competence" are examined in this paper and are found to be problematic. The paper argues that "communication competence" must be distinguished from "communication performance" and sees neither as a reliable predictor of the other. The paper suggests that both research and pedagogy must…