Reliability and Validity of the Generalized Attitude Measure and Generalized Belief Measure

McCroskey, James C.

doi:10.1080/01463370600877893

Cited by 20 publications

(13 citation statements)

References 25 publications

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“…Attitudes reflect how we feel about something, thus they are the affective component of a response to a stimulus (McCroskey, 2006). In the current study, the stimulus is a casual or formal email message.…”

Section: Instructor Perception Variablesmentioning

confidence: 99%

R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors

Stephens¹,

Houser

Cowan

2009

Communication Education

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Out-of-classroom communication (OCC) in the form of email has increased considerably in the past few years. This study uses Interaction Adaptation Theory (IAT) to inform and frame the impact of using overly casual email messages with instructors. Study one used an experimental method to determine that message quality (casual vs. formal messages) accounted for between 48% and 64% of the variance explained in affect toward the student, student credibility, and message attitude. Message quality also significantly impacted on an instructor's willingness to comply with a simple request for a face-to-face meeting. Study two further examined these findings using a comparative analysis of both instructors and students. Findings reveal that instructors are bothered more than students by overly casual email messages. Instructors attribute students' use of overly casual emails more heavily to training issues, while students attribute this to technology use. Two specific email violations that bother instructors more than students are emails not signed by the message sender and messages that include shortcuts like ''RU'' instead of ''are you''. Finally, it appears that instructor generational differences have little impact on these descriptive findings.Recent instructional literature is replete with evidence that the studentÁinstructor relationship is valuable and creates many positive outcomes for the student (Frymier

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Section: Instructor Perception Variablesmentioning

confidence: 99%

R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors

Stephens¹,

Houser

Cowan

2009

Communication Education

View full text Add to dashboard Cite

show abstract

“…Attitudes refer to the affect component of a response or the way we “feel” about some stimulus (McCroskey, 2006). Wilson (2005) found evidence that message recipients develop more negative attitudes about the message and its sender when the message does not adhere to appropriate norms.…”

Section: Relevant Outcomes Of Norm Adherencementioning

confidence: 99%

“…The scale contained six items (four that were reverse coded) and were measured using a 7‐point semantic differential scale. Past research has reported reliability coefficients ranging from .93 to .98 (Cole & McCroskey, 2004; McCroskey, 2006) for this scale. The present study produced a Cronbach's α of .95 with an n = 338 ( M = 3.68, SD = 1.76).…”

mentioning

confidence: 92%

Organizational Norm Congruency and Interpersonal Familiarity in E-Mail: Examining Messages From Two Different Status Perspectives

Stephens

Cowan

Houser

2011

Journal of Computer-Mediated Communication

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“…Responses were solicited on five, 7-point semantic differential scales (e.g., yes/no, agree/disagree). Previously obtained Cronbach's alphas for the measure ranged from .87 to .98 (Horan & Chory, 2009, 2013McCroskey, 2006;Malachowski et al, 2012). A Cronbach's alpha of .92 (M = 5.11, SD = 1.36) was obtained in the current study.…”

Section: Methodssupporting

confidence: 56%

Male-Female Workplace Friendships: Third Party Coworkers' Perceptions of and Behavior toward Organizational Peers in Cross-Sex Workplace Friendships

Gillen

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Reliability and Validity of the Generalized Attitude Measure and Generalized Belief Measure

Cited by 20 publications

References 25 publications

R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors

R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors

Organizational Norm Congruency and Interpersonal Familiarity in E-Mail: Examining Messages From Two Different Status Perspectives

Male-Female Workplace Friendships: Third Party Coworkers' Perceptions of and Behavior toward Organizational Peers in Cross-Sex Workplace Friendships

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