An Empirical Assessment of the Communication Components Inventory

Autor/inn/en	Keaton, Shaughan A.; Bodie, Graham D.
Titel	An Empirical Assessment of the Communication Components Inventory
Quelle	In: Family Journal: Counseling and Therapy for Couples and Families, 20 (2012) 1, S.58-62 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-4807
DOI	10.1177/1066480711430487
Schlagwörter	Undergraduate Students; Psychometrics; Validity; Multiple Intelligences; Factor Analysis; Evaluation; Higher Education; Reliability; Correlation; Individual Characteristics; Interpersonal Communication; Cognitive Style; Counselor Client Relationship; Construct Validity; Counselors; Louisiana + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Gültigkeit; Intelligenz (Psy); Faktorenanalyse; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Reliabilität; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonale Kommunikation; Cognitive styles; Kognitiver Stil; Counselor; Counsellor; Counsellors; Berater
Abstract	This article attempts to demonstrate the psychometric properties and evidence of validity for a measure recently proposed in this journal, the Communication Components Inventory (CCI). Across two studies, a total of 903 undergraduate students completed one of the two response formats--dichotomous and scaled--of the CCI and the Multiple Intelligence scale. The dichotomous response format poorly represented the data, as did the scaled response format. However, because of the latter's superior reliability estimates it was chosen for refinement. Through the use of confirmatory factor analysis, the revised CCI replicated the data accurately. In both data samples, bivariate correlations between the Revised-Communication Components Inventory and a measure of learning styles were moderate to large, providing initial validity evidence for an important construct to counselors and their clients. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10