Emotional and Directive Listening in Peer Mentoring

Young, Raymond W.; Cates, Carl M.

doi:10.1080/10904018.2004.10499060

Cited by 8 publications

(9 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to previous research (Cates & Young, 2008;Young & Cates, 2004, 2005 descriptive results of this study indicate that protégés rate their mentors as good empathic and directive listeners, engage in some playful communication with their mentors, and rate their mentors as socially attractive.…”

Section: Discussionsupporting

confidence: 89%

“…Previous research (Cates & Young, 2008;Young & Cates, 2004, 2005 has demonstrated the construct validity and reliability (with alphas greater than .80) for empathic listening, directive listening, managing tensions, and playful communication measures. In the current study, alpha for the Empathic Listening Scale was .96, while for the Directive Listening Scale the alpha was .89.…”

Section: Methodsmentioning

confidence: 94%

“…Burgoon and Bacue (2003) relate social attraction to communication activities in explaining that "social attractiveness refers to how friendly, gregarious, warm, and sociable individuals are judged to be; for some this dimension is synonymous with social skill." (p. 204) Mentors, who are rated by protégés as good listeners (Young & Cates, 2004;Cobb, 2000) and who are engaged in playful communication (Young & Cates, 2005) are seen as socially attractive and as effective mentors. Protégés tend rate mentors who listen and engage in appropriate playful communication as socially attractive.…”

Section: Social Attractionmentioning

confidence: 97%

“…Scholars have begun to apply dialectical tensions to organizational contexts (Prentice & Kramer, 2006) and more specifically to mentoring (Young & Cates, 2004, 2005Cates & Young, 2008). A commensurate purpose of this study is to establish a measure of dialectical tension that will measure the effectiveness of mentoring-an important step in the fledging study of dialectical tensions in mentoring and organizational communication.…”

mentioning

confidence: 97%

See 3 more Smart Citations

Listening, Play, and Social Attraction in the Mentoring of New Teachers

Young

Cates

2010

Mentoring & Tutoring: Partnership in Learning

Self Cite

View full text Add to dashboard Cite

This study explores the roles of mentors and protégés as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA answered a questionnaire about their mentors' empathic and directive listening, playful communication, social attractiveness, and ability to help them manage dialectical tensions of socialization. Regression analyses revealed that both empathic and directive listening helped the protégé relieve these tensions. While playful communication did not directly explain relieving protégé's tensions, it did predict social attraction. These findings support cognitive reappraisal and Rogerian models of helping, underscore the importance of listening to effective mentoring, and suggest that mentors receive training in empathic and directive listening techniques.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Methodsmentioning

confidence: 94%

Section: Social Attractionmentioning

confidence: 97%

mentioning

confidence: 97%

See 2 more Smart Citations

Listening, Play, and Social Attraction in the Mentoring of New Teachers

Young

Cates

2010

Mentoring & Tutoring: Partnership in Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…Dillard, Segrin and Harden (1989) have looked at influence goals in communicating: "the primary goals serve to initiate and maintain social interaction, while the secondary goals act as a set of boundaries which delimit verbal choices available to sources" (p. 32). Building on a model of interpersonal support in which listeners were found to assess a speaker's goal as the basis for establishing a listening goal (Horowitz, Krasnoperova, Tatar, et al, 2000), Young and Cates (2004) looked at the listener's goals in providing social support in peer mentoring. They determined that emotional listening (expressing empathy, support, sensitivity) and directive listening (offering opinions and perspectives) were negotiable listening goals that furthered the communicators' relationship.…”

Section: An Engagement Theory Of Listeningmentioning

confidence: 99%

Listening Engagement: Intersecting Theoretical Perspectives

Wolvin

2010

Listening and Human Communication in the 21st Century

View full text Add to dashboard Cite

In this chapter Wolvin reviews some of the principal research and theory in listening in order to provide a foundation for building listening theory. Recognizing that a great deal of work has been done in the study of listening, he proposes that this work can be characterized from physiological, psychological, sociological, and communicative perspectives which frame an engagement theory of listening. These perspectives can enable listening scholars, teachers, and practitioners to identify more fully the principles underlying their work in this important communication function. Powers (1995) has offered a conceptual model for understanding the intellectual structure of the communication field, suggesting that we can organize our knowledge into tiers: content and form of messages; communicators; levels of communication; and communication contexts. Interestingly, most of the theory that groups in the "communicators" category centers on the communicator as producer/sender of the communication messages.

show abstract