The ecology of academic risk: relationships between communication apprehension, verbal aggression, supportive communication, and students’ academic risk status

Lippert, Lance R.; Titsworth, B. Scott; Hunt, Stephen

doi:10.1080/0008957042000332223

Cited by 10 publications

(6 citation statements)

References 32 publications

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“…Doing so will create a positive bond, allowing for trust, better listening, and less insecurity about performance. The instructor must take on a friendly, approachable image, enabling the students to lower their guards and defenses (and communication apprehension) and be at ease when receiving information, thus improving their performance [40].…”

Section: Initiate Amiable Relationships With Students and Demonstratementioning

confidence: 99%

“…Watching behaviors of the students in class, too, based on social cognitive theory, a theory that posits that we learn and can then imitate behavioral styles based on observation [42,43], can enable the instructors to mimic the students and, therefore, mirror the behaviors and customs of the students. In another way, striving to transform oneself in a like image of the cultures in the EFL classroom, also in line with specific theoretical assumptions from face negotiation theory [44], will likely increase the chances of a general "opening up" of the students, decrease their communication apprehension [40], increase their general comfort levels in the learning atmosphere, and help to eliminate any interpersonal conflict so as to develop and secure a relational bond [44][45][46] between the students and the teacher. Put differently, if the teacher seems like an insider, as opposed to an outsider or foreigner, far better listening, reception and likeability are more apt to present themselves from the students to the teachers.…”

Section: Identify Customs and Norms Of Students And Act Them Outmentioning

confidence: 99%

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Teaching EFL to Jordanian Students: New Strategies for Enhancing English Acquisition in a Distinct Middle Eastern Student Population

Abdo¹,

Breen²

2010

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For EFL students in Jordan, the acquisition of English is particularly challenging because of the pronounced lin-guistic differences between Arabic and English. This study proposes intersections between communication and language acquisition practices to improve delivery of EFL instruction in Jordan, a country in which English enjoys a somewhat ambiguous status in the public school system, higher education, and business and social interactions. We present the results of a quantitative and qualitative analysis of EFL students in Jordan, an area in which little EFL/ESL research has been previously reported. We examine the current EFL pedagogical framework in Jordanian schools, present a quantitative and qualitative analysis of learners’ attitudes, and present a pedagogy that distinctly addresses the needs of Jordanian EFL learners. We conclude with projections of successful EFL instruction as a resource in political, social, and commercial interactions among Jordan, its neighbors, and the United States

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Section: Initiate Amiable Relationships With Students and Demonstratementioning

confidence: 99%

Section: Identify Customs and Norms Of Students And Act Them Outmentioning

confidence: 99%

Teaching EFL to Jordanian Students: New Strategies for Enhancing English Acquisition in a Distinct Middle Eastern Student Population

Abdo¹,

Breen²

2010

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“…Individuals who held more independent views of the self and who had more encouragement from their teachers to speak up were less likely to be highly CA. Lippert et al (2005) applied communication constructs to the ecological model of academic risk, which proposed that academic risk was a function of individual, social, and cultural communication phenomena. They reported that first, at-risk students communicated more with friends about school than did regular-admission students, second levels of communication apprehension varied depending on at-risk status and gender, and third levels of verbal aggression varied depending on at-risk status.…”

Section: Introductionmentioning

confidence: 99%

A study on relationship between organizational culture and communication apprehension

Farhangi¹,

Taiebi²,

Beigi³

et al. 2013

10.5267/j.msl

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This paper presents a study to investigate the relationship between organizational culture and communication apprehension among some employees who worked for Iran broadcasting channel. The study has adopted two well-known questionnaires developed by Hofstede (1984) [Hofstede, G. (1984). Culture's Consequences: International Differences in Work-Related Values (2nd ed.). Beverly Hills CA: SAGE Publications. ISBN 0-8039-1444-X] for organizational culture and McCroskey et al. (1985) [McCroskey, J. C., Beatty, M. J., Kearney, P., & Plax, T. G. (1985). The content validity of the PRCA‐24 as a measure of communication apprehension across communication contexts. Communication Quarterly, 33(3), 165-173.] for communication apprehension (CA). We have used Chi-Square test to verify different hypotheses of the survey and the results of the survey have indicated that while there was no relationship between CA and three components including cultures of masculinity, individualistic culture and ambiguity aversion, there was a significance relationship between CA and power distance. The results of our survey indicate that as the power distance increases we may expect a higher level on CA

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“…Paul (1995) suggests that a major element of critical thinking is also engaging students in the ability to identify biases in news. (Ericson & Gardner, 1992;Lippert et al, 2005). The college-level communication course has been known as an effective intervention to lower levels of communication apprehension (Dwyer et al, 2002;Hunter et al, 2013;Rubin et al, 1997).…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…Moreover, while at-risk students may have been a part of the sample, they could not be identified. Lippert et al (2005) found that communication apprehension levels are higher in male at-risk students; thus potentially causing them to drop out of school. Considering individuals with higher levels of communication apprehension are more likely to drop out of college (Ericson & Gardner, 1992;McCroskey et al, 1989), this subset may show significant differences from individuals that have already made it through their first semester of college ate a four-year university.…”

Section: Communication Apprehensionmentioning

confidence: 99%

Preparing For College: The Effects Of High School Speech Experience On Critical Thinking, Information Literacy, Communication Apprehension, And College Preparedness

Rohman¹

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APPENDIX: SURVEY INSTRUMENT course currently exists, the return to the best practices of the teaching oral communication by qualified instructors may help students become more prepared for their collegiate experience. The goal of the current study is to justify communication skills instruction at the K-12 level. Specifically, this study will explore the effect of having course work or extra-curricular experience in developing communication skills on critical thinking, information literacy, identifying fake news, communication apprehension, ability to prepare a speech, and an individual's level of grit. As the development and cultivation of these skills are essential to success in college and beyond, their investigation is essential to further justify the teaching of an oral communication class at the high school level. Following a review of the relevant literature and an explanation of the methods, results of the study, a discussion of the results, and implications of the study will be discussed. The effects of communication instruction on other variables has been studied and documented at the collegiate level. However, several problems emerge if students only receive communication instruction after high school. Initially, high school instructors are able to have more contact time with students as classes meet every day. Additionally, students can see larger gains if they receive a similar intervention more than once throughout their academic career. Most problematically is that while enrollment numbers have increased at colleges and universities, there are still students that do not take course work beyond high school. An entire segment of the population will be denied access to skills with documented benefits. The current study examines the impact of K-12 communication experiences on several factors. Critical thinking, information literacy, and identification of fake news are all important elements for the development of learners and within a communication course the research process that goes into a speech encourages the development of those skills. A high school, or college-level, basic communication course has tangible outcomes such as reduced communication apprehension and the enhanced ability to prepare a speech. Finally, because the process of a student confronting their fear can be transformational, their level of grit may be impacted through taking a communication course. Communication Instruction Approaches by State Communication instruction in high schools has evolved differently across the United States. Hall et al. (1999) highlighted the discrepancies in the requirement of communication instruction by surveying state boards of education across the United States. They found that different models for including communication instruction ranged from a stand-alone, required semester course to incorporating communication skills into English Language Arts classrooms. In a new era of the Common Core State Standards, little has changed as Streiff et al. (2012) found that most states do not even offer teacher...

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The ecology of academic risk: relationships between communication apprehension, verbal aggression, supportive communication, and students’ academic risk status

Cited by 10 publications

References 32 publications

Teaching EFL to Jordanian Students: New Strategies for Enhancing English Acquisition in a Distinct Middle Eastern Student Population

Teaching EFL to Jordanian Students: New Strategies for Enhancing English Acquisition in a Distinct Middle Eastern Student Population

A study on relationship between organizational culture and communication apprehension

Preparing For College: The Effects Of High School Speech Experience On Critical Thinking, Information Literacy, Communication Apprehension, And College Preparedness

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