Marshall Prisbell

Communication and connectedness in the classroom: Development of the connected classroom climate inventory

This article presents the rationale for and development of the Connected Classroom Climate Inventory (CCCI) designed to measure connectedness among students in the university classroom. The original inventory contained 20 items plus four validity items. Based on factor analysis and reliability analysis, two of the original 20 items were dropped from consideration. The resulting 18‐item CCCI scale was found to contain a single factor, to have an overall reliability of alpha = .94, and to show initial evidence of validity. The CCCI showed no scale score differences among class sections or based on teacher/student sex. These findings and implications for future communication research are discussed.

Classroom communication satisfaction, teacher uncertainty and course certainty over time 1

Classroom communication satisfaction (CCS), teacher uncertainty and course certainty were examined over time. Results indicated a decrease in teacher uncertainty while CCS and course certainty did not significantly change over time. Discussion focused on an interpretation of the results.

Dating Competence as Related to Levels of Loneliness.

This study investigated the relationship between dating competence and loneliness. Skills in dating, conditioned anxiety, dating expectations, proximity, satisfaction in and frequency of dating dif...

Shyness and self‐reported competence

This investigation examined levels of shyness on competence. Results indicated that shy individuals, as compared to not‐shy individuals, were less competent. Perceptual differences were found on articulation, social composure, social confirmation, social experience, wit, overall conversational performance, expressiveness, and interaction management. Based on findings, conclusions were drawn and future research suggestions were discussed.

AFFINITY-SEEKING STRATEGIES ASSOCIATED WITH STUDENTS' PERCEPTIONS OF SATISFACTION WITH COMMUNICATION IN THE CLASSROOM

Data from 140 undergraduate students indicated that 16 of the 25 affinity-seeking strategies examined here were associated with ratings of the global impression of satisfaction with communication in the classroom. Six affinity-seeking strategies, however, contributed unique variance in predicting perceptions of the satisfaction.

Factors Affecting College Students' Perceptions of Satisfaction in and Frequency of Dating

This study identified eight factors in dating behavior (i.e., conditioned anxiety, skills, apprehension, expectations, importance, activity, physical attractiveness, and proximity) that contribute to college students perceptions of satisfaction in and frequency of dating. Moderate to low relations of the set of dating behavior factors with satisfaction in and frequency of dating emerged. Discussion concerned suggestions for research.

Differences in Perceptions of Communication across Types of Relationships

This study explored four variables in interpersonal communication, i.e., Solidarity, Attitude-Value Homophily, Uncertainty, and Safety across four types of relationships. Scores from 160 college students indicated that participants in close relationships perceived greater Solidarity, Attitude-Value Homophily, and Safety and less Uncertainty than participants in distant relationships.

Differences in Apprehension about Communicating in the Classroom between Traditional and Nontraditional Students

Reported differences between traditional (n = 181) and nontraditional (n = 142) college students on apprehension about communicating in the classroom were significant.

DATING, SOCIAL AVOIDANCE AND DISTRESS

For 200 undergraduates association of dating and social avoidance and distress were explored. Conditioned anxiety, physical attractiveness, skills in dating, proximity, and apprehension about dating differentiated between high and low scorers on social avoidance and distress.

The Developmental Nature of Self-Disclosure

This study investigated the nature of self-disclosure in developing relationships. After completing various tasks on three separate occasions, 88 students completed a measure of self-disclosure. Analysis indicated that amount of disclosure increased consistently, while depth of disclosure consistently decreased across time. The dimensions of honesty and intent of disclosure fluctuated across time, while positiveness of disclosure did not change. Discussion concerned suggestions for research.