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In this study we examined family conversation and conformity orientations as mediators of the association between young adults' perceptions of their parents' communication competence and their own self-reported communication competence. Participants included 417 young adult children from the United States. Although measurement invariance was established for both sons and daughters, separate models were tested to account for significant differences in correlations between both groups. For daughters, the association between perceptions of parents' communication competence and their own competence was fully mediated by conversation orientations. For sons, conversation orientations only partially mediated the effects of parental communication competence. Conformity orientations did not emerge as a significant predictor of young adults' competence, although perceptions of mothers' competence were an inverse predictor of family conformity. Journal of Social and Personal Relationships

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This study tested two models of instructor credibility as a potential mediator of instructors' prosocial communication behaviors (e.g., confirmation, clarity, and nonverbal immediacy) and students' learning outcomes. Participants included 1,416 undergraduate students from four different institutions across the United States. Results of structural equation modeling provided greater support for the partial mediation model, whereby credibility partially mediated the effects of teacher confirmation and clarity on learning outcomes, though it fully mediated the effects of nonverbal immediacy. When combined, students' perceptions of all three prosocial behaviors accounted for 66% and 57% of the variance in credibility and learning outcomes, respectively. Among the more important implications of this research is the finding that confirming behaviors and clarity have both direct and indirect effects on student learning.