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)

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)

Examines the means of and correlations between perceptions of willingness to communicate, communication apprehension, communication competence, and introversion of college students in the United States and Sweden. Results indicate that the monocultural research on this topic in the United States has limited generalizability. (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…

Results of this preliminary study of college students indicate that (1) the dropout pattern for high communication apprehensives is more severe than that for low communication apprehensives and (2) high communication apprehensives achieve lower grade point averages than do low communication apprehensives. (PD)

Reviews research involving the definition and measurement of the source credibility construct and reports on a new study. Argues that future factor analytic studies of source credibility would serve no useful purpose, that the historical definitions of the construct should be retained, and that satisfactory measures already exist. (PD)

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…

Examines the effect of varying the quality of evidence in a persuasive message. Concludes that, while good evidence may not be necessary to persuasive communication, poor evidence is detrimental. (PD)

Outlines and discusses the nature and assumptions of the Willingness to Communicate scale. Discusses data relating to the reliability and validity of the instrument. Concludes that the scale is of sufficient quality to be recommended for research and screening purposes. (SR)

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…