Robert L. Duran

Communicative Adaptability: A Measure of Social Communicative Competence.

The purpose of this research was to reassess the validity and increase the variance accounted for by the Communicative Adaptability Scale (CAS). Previous research produced two factors, social confirmation and social experience, accounting for 28% of the variance. The present study tested the inclusion of four additional dimensions: social composure, articulation, wit, and appropriate disclosure. The Communicative Adaptability Scale was administered to adult and student populations. The relationships among the dimensions of the CAS, self‐esteem, and communication apprehension were investigated. This project indicated a stable factor structure and consistent results across samples.

Communicative adaptability: A review of conceptualization and measurement

Due to the importance of the communication competence construct a number of conceptualizations and measures have been developed. One measure of communication competence is the Communicative Adaptability Scale (CAS). The purpose of this article is to provide a review of the conceptualization and measurement of the CAS. Additionally, research utilizing the CAS is summarized. Some of the variables found to be associated with the CAS are: communication apprehension, shyness, loneliness, communication satisfaction, attraction, cognitive complexity, interaction involvement, and androgyny. The paper concludes with a discussion of research trends and limitations of the CAS.

All the Lonely People: The Relationship among Loneliness, Communicative Competence, and Communication Anxiety.

This paper reports research which examines the relationship of loneliness with communication variables. The study examines the relationship between loneliness, communication anxiety, and communicative competence. Statistical analysis reveals two types of loneliness ‐lack of an intimate (romantic or particularly close) relationship (intimate other) and lack of a group or network of friends (social network). Two dimensions of communicative competence significantly predict loneliness, communication apprehension makes no contribution to the model. Canonical correlation reveals a significant relationship between the communicative competence dimension, social experience, and the lack of a social network. Future research issues regarding the study of loneliness are presented.

Narcissism or Openness?: College Students’ Use of Facebook and Twitter

Speculation that social networking sites (SNSs) breed narcissism has produced research with mixed results (e.g., Bergman, Fearrington, Davenport, & Bergman, 2011; Buffardi & Campbell, 2008). This study viewed SNSs as tools for communication and maintaining relationships, examining whether providing information about oneself reflects a positive attitude about sharing such information with ones social network, rather than reflecting narcissism. A questionnaire was completed by 233 undergraduate students. Results indicated that attitude toward being open about sharing information about oneself was significantly related to frequency of using Facebook® and Twitter to provide self-focused updates. Higher levels of narcissism were associated with a larger number of Facebook friends and with the number of self-focused “tweets” an individual sends.

Loneliness, communicative competence, and communication apprehension: Extension and replication

This paper reports research which is the second in a series designed to examine the relationship of loneliness and communication variables. This study examined the relationships among loneliness, communication anxiety, and communicative competence. The revised PRCA (McCroskey, 1981) and the revised CAS (Duran, 1983) were used as independent variables in a series of multiple regressions. Two dimensions of the CAS (social experience and social confirmation) and one dimension of the PRCA (dyadic apprehension) were found to contribute to loneliness.

College Faculty Use and Perceptions of Electronic Mail to Communicate with Students

In spite of the potential of e-mail to enhance faculty–student interaction, there is a limited amount of actual research on instructional uses of e-mail, and even less research on e-mail exchange between faculty and students. The purpose of the present study was to examine faculty-initiated e-mail with students, their perceptions of students’ motives for using e-mail, and their views of the consequences of faculty–student e-mail. A survey was distributed to faculty at two institutions, a small private university and a mid-sized public university. Results revealed that faculty in general are receiving more than twice as many e-mail messages as they initiate and that female faculty report receiving more student e-mail than male faculty. Faculty motives for initiating e-mail appear to be utilitarian in nature such as to make course announcements. Faculty reported that students used e-mail to make appointments and to clarify and ask questions about course material but that a primary motive was to offer excuses such as for late work. In general, faculty perceive the use of e-mail as both beneficial and as a liability in the educational context. Finally, institutional differences were found for faculty perceptions of students motives for using e-mail and for the consequences of e-mail.

Toward the development and validation of a measure of cognitive communication competence

The purpose of this study was to develop a measure of cognitive communication competence and begin the process of collecting evidence of its validity. A review of literature indicated four temporarily discrete mental processes essential to cognitive communication competence: 1) the anticipation of contextual variables that may potentially influence ones communication choices, 2) perception of the consequences of ones communication choices, 3) immediate reflection, and 4) general reflection upon the choices one has made. Subjects completed measures of Cognitive Communication Competence (CCCS), Self‐Monitoring, Interaction Involvement, and Communicative Knowledge. Results indicated a five factor solution which was not identical with the original conceptualized dimensions of the CCCS. The factor structure that emerged did reflect a temporal separation of cognitions but it also revealed different types of communication cognitions. Additionally, support was provided for the construct validity of the CCCS. Im...

The Effects of Cell Phone Usage Rules on Satisfaction in Romantic Relationships

Cell phones play an important role in romantic relationships, although they can be a source of uncertainty and conflict in relationships. Although cell phones help relational partners stay connected, expectations that partners will always be available and accessible to one another may decrease the quality of their relationships. Developing and following cell phone usage rules may help partners avoid the relational repercussions of managing calls and texts in ways that partners view as inappropriate or unacceptable. This study investigated the importance of cell phones in romantic relationships and whether the presence of particular cell phone rules predicted cell phone usage satisfaction and relational satisfaction. Results indicate that cell phones are very important as a means of communicating, and that satisfaction with cell phone usage and the relationship are strongly and positively correlated. Rules regarding Relational Issues and Contact With Others helped predict cell phone satisfaction. Rules regarding Relational Issues, Monitoring Partner Usage, and Repetitive Contact contributed to relationship satisfaction. Implications, limitations, and future research are discussed.

Gender orientation as a correlate of communicative competence

This study demonstrated a relationship between adaptability and rewarding impressions as dimensions of communicative competence with gender orientation. Androgynous individuals demonstrated the highest levels on a linear composite of adaptability and rewarding impressions. Further analysis found that masculinity was the significant contributor to adaptability and femininity the significant contributor to rewarding impressions. Results are discussed from the control/dominance nature of masculinity and sensitive/receptive nature of femininity.

The effect of reticence on college students’ use of electronic mail to communicate with faculty

The purpose of this study was to investigate whether reticent and non‐reticent college students differed in their use of e‐mail, motives for employing e‐mail, and preferred channel of communication with faculty. Results indicated that, although reticent and non‐reticent students did not differ in their frequency of using e‐mail to communicate with faculty, reticent students reported greater comfort and ease in using e‐mail as opposed to oral communication channels than non‐reticents. In addition, compared to non‐reticents, reticent students expressed a greater preference for using e‐mail over speaking to faculty at their offices.