Development of the Affect for Communication Channels Scale

Abstract

As computers have increasingly provided new channels of communication, scholars have taken an interest in computer-mediated communication (CMC) in general and the impact of personality traits and other antecedents of preference for face-to-face or computer channels. Research is hampered, however, by the lack of standardized measures of CMC-related concepts. Three studies (N = 914) were undertaken to develop and validate a measure of affect for using communication channels. Findings of the studies provide strong evidence of the internal consistency and both construct and predictive validity of the scale.

Reticence and Communication Preferences in the Classroom: Comparing "E-mail" and "Face-to-face" Interactions

“…In this context, Kelly and Keaten pointed out that "by removing the face-toface aspect of communication, shy individuals will not experience the fear or awkwardness associated with interaction". They explained the context of reticence as an instance "[w]hen people avoid communication because they believe it is better to remain silent than to risk appearing foolish" [11]. The present study explores the degree to which shy and passive students use e-mail as a kind of CMC, in comparison with face-to-face communication, and to what extent they prefer CMC as a method of communication.…”

“…Kelly and Keaten found that "e-mail helps reduce anxiety and inhibition while at the same time providing increased preparation and control, both of which undoubtedly appeal to the reticent person, who experiences anxiety about communication and fear of negative evaluation" [11]. They concluded that a reticent student can benefit from e-mail communication because of various inherent advantages in the function of e-mails:…”

“…Nevertheless, the reticent students were more willing to use CMC compared to face-to-face or telephone communication [9]. Previous studies have also indicated that shy and anxious people may be more willing to communicate online than through the use of face-to-face methods [10], [11], [19], [22].…”

“…These dimensions classify email as a mediated and asynchronous medium, while face-toface contact is interpersonal and synchronous. E-mail can be preferred by students that are apprehensive about communication as a medium to communicate with their teachers because it can be useful for "reducing perceived face threats, increasing self-perceived competence, and producing a positive effect for e-mail" [11]. We expect that this study's examination of the possible role of e-mail in enhancing learning in classroom environments will provide insight into how students' reticence and apprehensions about communication affect their communication preferences and patterns, in particular, when e-mail is being used.…”

“…Reticence is an important variable in predicting the frequency of e-mail use between teachers and students because shy and passive students do express a stronger preference for email in some situations and tend to feel less anxiety about email than about face-to-face communication [9]- [11], [19], [22]. Even though e-mail is a medium which reduces communication anxiety, shy and passive students are still less willing to contact their instructors by e-mail than outgoing and active students because of their communication anxiety [11].…”