The association between immediacy and socio‐communicative style

Thomas, Candice E.; Richmond, Virginia P.; McCroskey, James C.

doi:10.1080/08824099409359946

Cited by 108 publications

(85 citation statements)

References 9 publications

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“…Expressiveness is present in the dominance and (in)formality scales of the RCS, and the (lack of) tension present in the composure scale of the RCS can also be found in the (lack of) emotionality found in our lexical study. Both niceness/supportiveness and expressiveness are also found in the sociocommunicative style constructs responsiveness and assertiveness (Merrill & Reid, 1981;Richmond & Martin, 1998;Thomas, Richmond, & McCroskey, 1994), in which responsiveness involves communication that is other oriented (e.g., friendly, compassionate, and warm), and assertiveness involves a certain and expressive way of communicating, for instance, by talking faster and louder, using more gestures, making more eye contact, and leaning more forward during interactions (Merrill & Reid, 1981), all nonverbal and paraverbal aspects of an expressive communication style. Expressiveness and emotionality can also be found in the dynamism/confidence and relaxation facets of interpersonal or interactional dominance (Burgoon et al, 1998;Dunbar & Burgoon, 2005), suggesting that interpersonal or interactional dominance is a subset of the communication style domain.…”

Section: Discussionmentioning

confidence: 99%

The Content and Dimensionality of Communication Styles

Vries

Bakker-Pieper

Siberg

et al. 2009

Communication Research

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A multiphase lexical study was conducted to uncover the key dimensions of communication styles. In the first two phases, adjectives and verbs were selected on the basis of their ability to describe communication styles. In the third phase, a study was conducted using 441 respondents who provided self-ratings on 744 adjectives and 837 verbs. Adjectives and verbs were submitted to principal components analysis, followed by orthogonal Procrustes rotation to establish within-sample replicability, which provided evidence of four to seven main communication style dimensions. The seven communication style dimensions form the acronym PRESENT, for preciseness, reflectiveness, expressiveness, supportiveness, emotionality, niceness, and threateningness. As expected, scales based on the seven dimensions were meaningfully related to the interpersonal but not the intrapersonal scales from the Communication Style Scale. The results are discussed in light of existing communication style scales, the interpersonal circumplex, and personality structure.

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Section: Discussionmentioning

confidence: 99%

The Content and Dimensionality of Communication Styles

Vries

Bakker-Pieper

Siberg

et al. 2009

Communication Research

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“…For example, past research has shown that immediacy is associated with perceptions of instructor clarity (Powell & Harville, 1990), humor orientation (Wanzer & Frymier, 1999), instructor socio-communicative style (Thomas, Richmond, & McCroskey, 1994), instructor use of behavior alteration techniques (Kearney, Plax, Smith, & Sorensen, 1988), teacher competence and trustworthiness (Teven & Hanson, 2004), motivational factors for student learning (Allen, Witt, & Wheeless, 2006), teacher credibility (Johnson & Miller, 2002), and other positive outcomes. Allen, Witt, and Wheeless (2006) argued that an immediacy learning process exists; however, the interrelationships and the particular content involved in this process need to be examined.…”

Section: Culture and Teacher Immediacymentioning

confidence: 99%

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Georgakopoulos¹

2009

IES

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This study challenges narrow definitions of teacher effectiveness and uses a systems approach to investigate teacher effectiveness as a multi-dimensional, holistic phenomenon. The methods of Nominal Group Technique and Interpretive Structural Modeling were used to assist U.S. and Japanese students separately construct influence structures during facilitation sessions. The influence structures represent maps for understanding teacher effectiveness as a system. The influence maps indicate that there are a number of teacher behaviors and characteristics that promote, support and influence one another within the overall system; however, the plurality of teacher elements, which are structured with priority, concerns teacher knowledge characteristics and verbal teacher immediacy behaviors for both cultural groups. The findings of the study were explored from thematic perspectives in intercultural communication such as power distance, identity and contact orientation. Given the qualitative nature of the study, participants' own theories-in-use were important in the study. Also, Confucianism principles were significant in the Japanese assessment of teacher effectiveness. The study has implications for professors across fields since the majority of professors are educators who have not been formally trained in the education field. The study points to the importance of ongoing faculty development in teacher effectiveness.

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“…Communicator style is defined as an individual's ability to initiate, adapt and respond to the communication with others [40] [41]. An instructor's communicative style can be comprised of any combination of ten communicative attributes: impression leaving, contentious, open, dramatic, dominant, precise, relaxed, friendly, attentive and animated [42].…”

Section: Socio-communicative Stylementioning

confidence: 99%

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

Bekiari¹,

Pylarinou²

2017

JSS

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In this study were examined associations among physical education instructors' argumentativeness and socio-communicative styles perceived by students and students' reasons for discipline. The sample consisted of 252 students (111 males, 141 females) aged 10 -12 years old (M = 11.4, SD = 0.79) from primary schools of public primary schools who completed three types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. According to the results of the study, statistically significant differences were observed in perceived instructors' argumentativeness and assertiveness between the two classes of the students. Correlational analysis indicated that perceived instructors' argumentativeness was positively related to responsiveness, intrinsic reasons, self-responsibility reasons and caring reasons for discipline. Significant negative correlations were noted for instructors' argumentativeness with assertiveness, external reasons, introjected reasons and no reasons for discipline. The results of regression analysis revealed that perceived instructors' argumentativeness could significantly predict the variables of responsiveness, assertiveness, external reasons, introjected reasons, intrinsic reasons and self-responsibility reasons for discipline.

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The association between immediacy and socio‐communicative style

Cited by 108 publications

References 9 publications

The Content and Dimensionality of Communication Styles

The Content and Dimensionality of Communication Styles

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

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