Recent research started to apply concepts of well-being to the context of computer mediated communication (e.g., social media, instant messaging). While much research investigates negative perceptions of mediated social interactions (e.g., “problematic” or “addictive” social media use), a multi-dimensional measure that taps into users? positive perceptions is sorely lacking. The present research therefore develops the first comprehensive measure of digital flourishing, defined as positive perceptions of mediated social interactions. Building on a qualitative pre-study that aided the construction of the Digital Flourishing Scale (DFS), Study 1 (N = 474) employed exploratory factor analysis to reveal five subdimensions of digital flourishing. The preregistered Study 2 (N = 438) confirmed these five dimensions, yielding five reliable items per subscale and initial construct validity with three psychological needs from self-determination theory (SDT; competence, autonomy, relatedness) which were used as an underlying well-being framework for the development of the DFS. The preregistered Study 3 generated further construct validity by directly relating DFS to well-being. The scale is relevant for researchers and practitioners alike to better understand how users perceive their mediated interactions to impact mental health and well-being.
To properly manage college student-athlete dissent, stakeholders (e.g., coaches, teammates, administration, athletic trainers, etc.) must first recognize the situations that cause athletes to dissent. Although athletic dissent is not a new concept, to date, it has only been examined at the high school level. To fill this gap, this study begins to explore this issue at the college level by examining the triggering agents that cause college student-athletes to communicate dissent. Participants ( N = 72) from 11 different sports were asked to complete multiple narratives in response to open ended questions after reflecting on a time where they communicated dissent. Results of a thematic analysis indicate that there are eight triggering agents of dissent, demonstrating distinct differences between high school and college student-athlete dissent due to various contextual factors. These findings highlight the needs and desires of college student-athletes which can help coaches, administration, and other stakeholders to promote positive college student-athlete experiences.
Leader-member exchange theory (LMX) has proliferated as a framework for understanding coach-athlete interactions, as the exchanges of communicative resources greatly influence athletes’ sporting experiences. The current study uses coaches’ perceptions of task and social determinants of LMX to reveal comparative insights about forming low- and high-quality exchanges. Data collected from 380 coaches, spanning 14 different sports, at 160 high schools indicated that high-quality exchanges are solely determined by athletes’ abilities. In contrast, low-quality exchanges are determined by coaches’ negative affect towards athletes, and to a lesser extent, athletes’ poor performances and lack of competitiveness. Findings contribute to sports communication literature by examining LMX from coaches’ perspectives and identifying the unique determinants of various groupings within LMX. Both coaches and athletes may find utility in the current findings as they look to create meaningful relationships and positive sporting experiences.
Sporting environments are informal contexts of learning that are dependent upon coaches’ use of effective instructional communication strategies. Coaches’ use of power while communicating instruction to athletes is especially germane, as coaches must appropriately use relational influence to inspire optimal athletic performance. Using French and Raven’s power bases (i.e., expert, referent, reward, legitimate, and coercive power), this study considers Division I student-athletes’ reports of affective learning for their sport and coaches, cognitive learning, state motivation, and team winning percentages as a function of their coaches’ use of power. Data collected from 170 student-athletes participating in team sports at Power 5 institutions revealed two significant canonical correlation roots. The first demonstrated that the increased use of prosocial power and avoidance of antisocial power were associated with greater amounts of affective learning for coaches, cognitive learning, and state motivation. The second revealed that expert power was associated with increases in cognitive learning and winning. This research has heuristic implications for expanding the assessment of athlete experience, as well as practical implications regarding the identification of effective modes of relational influence in coaching.
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