Literaturnachweis - Detailanzeige
Autor/inn/en | Horan, Sean M.; Houser, Marian L. |
---|---|
Titel | Understanding the Communicative Implications of Initial Impressions: A Longitudinal Test of Predicted Outcome Value Theory |
Quelle | In: Communication Education, 61 (2012) 3, S.234-252 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0363-4523 |
DOI | 10.1080/03634523.2012.671950 |
Schlagwörter | Interpersonal Communication; Prediction; Correlation; Student Participation; Student Reaction; Aggression; Interpersonal Relationship; Values; Interaction; Student Attitudes; Antisocial Behavior; Nonverbal Communication; College Students; Likert Scales Interpersonale Kommunikation; Vorhersage; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerkritik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wertbegriff; Interaktion; Schülerverhalten; Non-verbal communication; Nonverbale Kommunikation; Collegestudent; Likert-Skala |
Abstract | The goal of the present study was to test predicted outcome value theory (POV) in the classroom in order to discover the implications of students' POV judgments. Specifically, we explored the relationships among students' initial POV judgments and students' communication. To that end, we conducted a two-phase study in which students completed initial POV assessments during the first week of a course and, at time 2, completed measurements of their actual communication. Time 1 POV assessments were positively related to students' reports of responsiveness and participation, and negatively related to indirect interpersonal aggression (not hostility). Both theoretical and applied implications are discussed along with limitations and future research. (Contains 1 table and 1 note.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |