Associations Between Parents’ and Young Adults’ Face-to-Face and Technologically Mediated Communication Competence: The Role of Family Communication Patterns

Abstract

This study examined associations between parents’ and young adults’ communication competence in the contexts of face-to-face (FtF) and technologically mediated communication (TMC). We investigated the role of family communication patterns in parental socialization of communication competence. In our investigation, we focused on two distinct aspects of communication competence: effectiveness and appropriateness. Analyzing self-report data of 104 parent-child dyads, we found that parents’ self-reported FtF communication appropriateness was directly associated with children’s self-reported FtF and TMC appropriateness. Children’s reports of conversation orientation were positively associated with their self-reported FtF and TMC effectiveness. Additionally, parents’ reports of conformity orientation were positively linked to children’s self-reported FtF communication appropriateness. These findings suggest that parental influences may manifest through different mechanisms for children’s communication effectiveness and appropriateness. Further, parents and family communication play important roles in children’s development of communication competence not only in FtF interactions, but also in TMC interactions.

Social Networking for Interpersonal Life: A Competence-Based Approach to the Rich Get Richer Hypothesis

“…Extroversion, as one of the big five personality traits, is closely related to competence (Bubas, 2001; Jenkins-Guarnieri et al, 2012). Except where traits like extroversion are mostly stable, competence can be accumulated (Cobb-Clark & Schurer, 2012; Spitzberg & Cupach, 1984; Wang et al, 2018). Competence is here defined as an ability to demonstrate proficiency, “whether innate or developed,” in accomplishing communicative goals (Wright et al, 2013, p. 45).…”

“…The knowledge aspect of competence refers to mental acuities like experience and comprehension (Spitzberg, 2006; Spitzberg & Cupach, 1984). Skills then are “tactics and routines that people employ in the service of their motivation and knowledge,” with attentiveness and effectiveness as two particularly salient skills (Spitzberg, 2006, p. 638; Wang et al, 2018). These competencies can be applied individually or collectively to orchestrate social outcomes.…”

“…This could indicate spurious regression (Granger & Newbold, 1974), while controlling for demographic variables addresses this shortcoming in part. Yet other relevant variables like extroversion were not asked about, and thus not controlled for, because personality traits tend to be stable, where competence is more dynamic (Cobb-Clark & Schurer, 2012; Spitzberg & Cupach, 1984; Wang et al, 2018). Including personality traits could nonetheless alter the size and significance of the associations shown here.…”

“…The present study supports this notion. Feeling competent socializing through computers contributes to real-world interactional capabilities, even over time (e.g., social enhancement; see Schulze et al, 2017; Wang et al, 2018). Facebook use is sufficient to develop CMC competence initially, which contributes to interpersonal competence eventually; and in this way, usingsocial applications like Facebook should relate to more frequent, competent interactions everywhere.…”

“…Hundreds of interactional competencies are said to exist (Spitzberg, 2006), with motivation, knowledge, and skill as part of a more parsimonious set of factors often used as proxy for competence (Chua & Chua, 2017; Schulze et al, 2017; Spitzberg & Cupach, 1984). These help to determine how successful interactions will become, both online and in person (Wang et al, 2018).…”