Active Listening in Peer Interviews: The Influence of Message Paraphrasing on Perceptions of Listening Skill

Autor/inn/en	Weger, Harry, Jr.; Castle, Gina R.; Emmett, Melissa C.
Titel	Active Listening in Peer Interviews: The Influence of Message Paraphrasing on Perceptions of Listening Skill
Quelle	In: International Journal of Listening, 24 (2010) 1, S.34-49 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
Schlagwörter	Listening; Interviews; Undergraduate Students; Interpersonal Communication; Listening Skills; Student Attitudes; Comprehension; Interpersonal Attraction; Satisfaction + Suchen Sie Ihr Suchwort? Hörvorgang; Zuhören; Interviewing; Interviewtechnik; Interpersonale Kommunikation; Schülerverhalten; Verstehen; Verständnis; Interpersonale Anziehung; Zufriedenheit
Abstract	Perhaps no communication skill is identified as regularly as active listening in training programs across a variety of disciplines and activities. Yet little empirical research has examined specific elements of active listening responses in terms of their effectiveness in achieving desired interpersonal outcomes. This study reports an experiment designed to test the influence of a specific element of active listening responses, namely, the message paraphrase. One hundred and eighty undergraduate students participated in peer interviews in which they received either a paraphrased reflection or a simple acknowledgement in response to their expressed opinions regarding comprehensive examinations. The results of data analysis indicated that message paraphrases were associated with the social attractiveness of the listener but were not associated with participants' conversational satisfaction or perceptions of feeling understood by the listener. (Contains 2 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10