Christopher C. Gearhart

Using Imagined Interactions to Predict Covert Narcissism

This research examined the association between covert narcissism and imagined interactions, a type of social cognition and intrapersonal communication using the hypersensitive narcissism scale and the Survey of Imagined Interactions. Covert narcissism defined as hypersensitivity to criticism and overcompensating with inflated self exaggeration has been ignored in communication and in psychology. A regression analysis based on 252 participants revealed support for hypotheses demonstrating associations between frequency, self-dominance, ruminating about conflict and narcissism as well as significant associations between lack of compensation, relational maintenance, and covert narcissism. Results are discussed in terms of an intrapersonal communication profile of covert narcissism.

Listening as a Goal-Directed Activity

Listening styles are a frequently studied construct in the listening literature and are a ubiquitous aspect of interpersonal textbooks. Treatments of listening styles typically consider them as static tendencies utilized irrespective of situational demands. This article extends work on listening styles by questioning if styles are habitual ways of processing information or if they are goal-driven behaviors influenced by interaction context. We predict that styles vary according to the nature of the situation. Participants (N = 382), comprised of 269 female and 102 males who were primarily White and reported a mean age of 20, provided accounts of listening interactions and completed assessments of conversational goals and listening styles utilized during these encounters. Findings indicate listening styles change according to demands of the interaction as a function of empathy, depth, and perspective taking. The relevancy of these characteristics is attributed to the relational quality of the narratives provided by participants. Styles seem to represent cognitive schemas people hold for situational listening in that they are purposefully deployed according to the demands of the interaction and goals of the listener.

Identity Formation, Identity Strength, and Self-Categorization as Predictors of Affective and Psychological Outcomes A Model Reflecting Sport Team Fans’ Responses to Highlights and Lowlights of a College Football Season

This study is interested in what sources of team identity formation are related to self-categorization as a sport team fan and the strength of that team identification, and what affective and psychological outcomes become salient in spectatorship scenarios. Participants were administered self-report instruments previously designed to measure team identity formation and psychological effects, then given cognitive tasks adapted from a previous study (Markus, 1977). Participants were required to return to the lab to watch highlights and lowlights of the attending football team’s season. These videos were recorded and coded for affective responses. Because previous evidence supports connections between identity formation, self-categorization/strength of identity, psychological effects, and affective responses, a generalized latent variable model was estimated. The model fit the data, exposing a mediated relationship. This study extends upon previous research by isolating specific aspects of team identity formation that differentially influence affective and communicative responses, especially when mediated by sport team identification. Findings also support the assertion that identity is related to the value and emotional attachment placed on a group membership.

FANDOM AND PSYCHOLOGICAL ENHANCEMENT: EFFECTS OF SPORT TEAM IDENTIFICATION AND IMAGINED INTERACTION ON SELF-ESTEEM AND MANAGEMENT OF SOCIAL BEHAVIORS

Imagined interactions (IIs) as used by sport team fans were examined in conjunction with sport team identification (STI) and with behavioral outcomes and psychological effects. Sport team fans more strongly influenced by family in the STI process utilize IIs for catharsis, conflict linkage, relational maintenance, and rehearsal. Furthermore, sport team fans affected by media popularity employ IIs for catharsis, and sport team fans swayed by geography make use of IIs for relational maintenance. Sport team fans predisposed toward using IIs for catharsis, conflict linkage, and relational maintenance report higher self-esteem. Identified sport team fans who use catharsis, conflict linkage, and relational maintenance report a greater inclination to commit negative social behaviors as a result of team performance. Conversely, those who use IIs for rehearsal have a decreased tendency to commit undesirable social behaviors. II functions partially mediate the direct association between STI factors and outcomes, whereby more negative behaviors and positive psychological effects such as self-esteem represent the outcomes.

Sensory-Processing Sensitivity and Nonverbal Decoding: The Effect on Listening Ability and Accuracy

Sensory-processing sensitivity (Aron & Aron, 1997) is a broad temperament construct consisting of two orthogonal dimensions, including deep processing of sensory information (manifest in a tendency to notice fine details) and a low threshold for arousal (exhibited as rapid irritability). This article investigates the multiple effects of sensory-processing sensitivity on nonverbal decoding, specifically identifying emotions from paralinguistic cues. High sensitivity is predicted to relate to enhanced accuracy. Additionally, participants are exposed to stimulation to examine whether arousal relates to deficits in accuracy. Results indicate no significant differences in decoding between sensitive and nonsensitive persons, regardless of the presence of stimulation.

Organizational Social Media Accounts: Moving Toward Listening Competency

Researchers apply Bodie, St. Cyr, Pence, Rold, and Honeycutt’s (2012) model of listening competency to social media messaging for organizations. The article provides examples of how organizations and their social media managers, as de facto “listening agents,” can incorporate important verbal listening behaviors that represent active-empathic listening—pertinent responses, elaboration, offering advice and opinions, and answering and asking questions—into their social media profiles. In addition, guidance is provided to social media managers and organizations for how to adopt listening skills that will foster dialogue between organizations and their online publics. Potential areas for future research are also examined.

Answer me these questions three: Using online training to improve students’ oral source citations

ABSTRACT This experimental study examines an online module designed to increase student competence in oral citation behavior using a mastery training strategy. Students in the experimental condition provided complete citations at a higher rate and provided more citation information for traditional and web-based sources compared with a control group without required training. Although subjective norms set by instructors also influence citation behavior, the general trend depicted was that students completing the required module training performed more complete citations. Implications for student learning, mastery instruction, and course assessment were considered to be generally beneficial and at minimal cost.

Students See, Students Do?: Inducing a Peer Norm Effect for Oral Source Citations

Video modeling was used to establish descriptive norms for proper oral citation performance in a general education public speaking class (N = 191). Three conditions—a control, a peer model video, and a nonpeer model video—were compared for influence on proper citation usage and completeness. Results indicated that students viewing any video performed more complete citations than students not viewing a video. Results were mixed when comparing the effects of the peer model video against the nonpeer model video. Findings suggest norms for proper oral citation behavior can be established through modeling videos.

According to, Student Motivations… : A Theory of Planned Behavior Investigation of Students’ Intention to Orally Cite Sources

This study employs the Theory of Planned Behavior (TPB) to understand the role of attitudes, subjective norms, and perceived behavioral control on students’ intent to orally cite sources using complete, rather than partial, citations. Undergraduates (N = 326) enrolled in general education oral communication courses completed a self-report survey testing the TPB variables and students’ citation intentions. Findings demonstrate that subjective norms and perceived behavioral control predict student intention to cite sources and do so completely. Tensions between credibility gains and time constraints are also evident. Implications for teaching students in basic courses about oral citations are discussed.