The impact of compulsive communicators on the self-perceived competence of classroom peers: An investigation and test of instructional strategies

Communication Education

Volumn 50, Issue 4, 2001, Pages 357-373

  Fortney, Shirley D ^a   Johnson, Danette Ifert ^a   Long, Kathleen M ^a  

^a WEST VIRGINIA WESLEYAN COLLEGE   (United States)

Author keywords

Classroom interaction; Compulsive communication; Self perceived communication competence

Indexed keywords

EID: 0035629549     PISSN: 03634523     EISSN: None     Source Type: Journal    
DOI: 10.1080/03634520109379261     Document Type: Article

References (51)

1. Allen, M., & Bourhis, J. (1996). The relationship of communication apprehension to communication behavior: A meta-analysis. Communication Quarterly, 44, 214-226.
2. Alley, G., & Deshler, D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver: Love Publishing Company.
3. Ayres, J., Hopf, T., Brown, K., & Suek, J. M. (1994). The impact of communication apprehension, gender and time on turn-taking behavior in initial interactions. The Southern Communication Journal, 59, 142-152.
4. Baringer, D. K., & McCroskey, J. C. (2000). Immediacy in the classroom: Student immediacy. Communication Education, 49, 178-189.
5. Bergen, D. (1993). Teaching strategies: Facilitating friendship development in inclusion classrooms. Childhood Education, 69, 234-236.
6. Bevington, J., & Wishart, J. G. (1999). The influence of classroom peers on cognitive performance in children with behavioral problems. British Journal of Educational Psychology, 69, 19-32.
7. Bourhis, J., & Allen, M. (1992). An analysis of the relationship between communication apprehension and cognitive performance. Communication Education, 47, 68-76.
8. Borkowski, J. G., & Muthukrisna, N. (1992). Moving metacognition into the classroom: "Working models" and effective strategy teaching. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 477-501). Toronto: Academic Press.
9. Christophel, D. M. (1990). The relationship among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323-340.
10. Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). Self-modeling as a treatment for increasing on-task behavior. Psychology in the Schools, 37, 517-522.
11. Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458-465.
12. Fassinger, P. A. (1995). Understanding classroom interaction: Students' and professors' contributions to students' silence. Journal of Higher Education, 66, 82-96.
13. Fassinger, P. A. (1997). Classes are groups: Thinking sociologically about teaching. College Teaching, 45, 22-25.
14. Ford, W. S. Z., & Wolvin, A. D. (1992). Evaluation of a basic communication course. Basic communication course annual, 4, 35-47.
15. Ford, W. S. Z., & Wolvin, A. D. (1993). The differential impact of a basic communication course on perceived communication competencies in class, work, and social contexts. Communication Education, 42, 215-223.
16. Fortney, S. D., Ifert, D. E., & Long, K. M. (1998, April). Transcending boundaries. . .Advancing the construct: Differences between compulsive and non-compulsive communicators. Paper presented at the annual meeting of the Eastern Communication Association, Saratoga Springs, NY.
17. Foster, S. F. (1986). Ten principles of learning revised in accordance with cognitive psychology: With implications for teaching. Educational Psychologist, 21, 235-243.
18. Garcia, L. T., Cieselka, C., & Fuchs, D. (1999). Social comparison processes in sexual self-perceptions. Journal of Psychology and Human Sexuality, 11, 35-42.
19. Garside, C. (1996). Look who's talking: A comparison of group discussion teaching strategies in developing critical thinking skills. Communication Education, 45, 212-227.
20. Gick, M. L. (1986). Problem solving strategies. Educational Psychologist, 21, 99-120.
21. Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46, 245-261.
22. Hackman, M. Z., Johnson, C. E., & Barthel-Hackman, T. (1995). Correlates of talkaholism in New Zealand: An intracultural analysis of the compulsive communication construct. Communication Research Reports, 12, 53-60.
23. Harris, K. R., & Pressley, M. (1992). The nature of cognitive strategy instruction: Interactive strategy instruction. Exceptional Children, 57, 392-404.
24. Ifert, D. E., Long, K. M., & Fortney, S. D. (1998). Examining variation among compulsive communicators in classroom settings. Communication Research Reports, 15, 426-435.
25. Janney, R. E., & Snell, M. E. (1996). How teachers use peer interactions to include students with moderate and severe disabilities in elementary general education classes. Journal of the Association for Persons with Severe Handicaps, 21, 72-80.
26. Jones, K. M., Young, M. M., & Friman, P. C. (2000). Increasing peer praise of socially rejected delinquent youth: Effects on cooperation and acceptance. School Psychology Quarterly, 15, 30-39.
27. th anniversary of the Speech Communication Association (pp. 243-323). Carbondale, IL: Southern Illinois Press.
28. Ladd, G. W., & Kochenderfer, B. J. (1996). Linkages between friendship and adjustment during early school transitions. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 322-345). Cambridge, UK: Cambridge University Press.
29. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment? Child Development, 68, 1181-1197.
30. Long, K. M., Fortney, S. D., & Ifert, D. E. (1997, November). Variance in compulsive communication, communication apprehension, and self-perceived communication competence in classroom settings: Strategies for instructor interaction. Paper presented at the annual meeting of the National Communication Association, Chicago, IL.
31. Luk, C. L., Wan, W. W. N., & Lai, J. C. L. (2000). Consistency in the choice of social referent. Psychological Reports, 86, 925-934.
32. Mastropieri, M. A., Scruggs, T. E., Mantzicopoulos, P., Sturgeon, A., Goodwin, L., & Chung, S. (1998). "A place where living things affect and depend on each other." Qualitative and quantitative outcomes associated with inclusive science teaching. Science Education, 82, 163-179.
33. McCroskey, J. C., & McCroskey, L. L. (1988). Self report as an approach to measuring communication competence and personality orientations. Communication Research Reports, 5, 108-113.
34. McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. InJ. C. McCroskey & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 129-156). Beverly Hills, CA: Sage.
35. McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. The Southern Communication Journal, 56, 72-77.
36. McCroskey, J. C., & Richmond, V. P. (1993). Identifying compulsive communicators: The Talkaholic Scale. Communication Research Reports, 10, 107-114.
37. McCroskey, J. C., & Richmond, V. P. (1995). Correlates of compulsive communication: Quantitative and qualitative characteristics. Communication Quarterly, 43, 39-52.
38. McCroskey, J. C., & Richmond, V. P. (1998). Willingness to communicate. In J. C. McCroskey, J. A. Daly, M. M. Martin, & M. J. Beatty (Eds.), Communication and personality trait perspectives (pp. 119-131). Cresskill, NJ: Hampton Press.
39. McMahon, C. M., Wacker, D. P., Sasso, G. M., Berg, W. K., & Newton, S. M. (1996). Analysis of frequency and type of interactions in a peer-mediated social skills intervention: Instructional vs. social interactions. Education and Training in Mental Retardation and Developmental Disabilities, 31, 339-352.
40. Mino, M., & Butler, M. N. (1997). A traditional lecture approach versus a collaborative approach: A comparison of student performance outcomes. Communication Research Reports, 14, 493-507.
41. O'Mara, J., Long, K. M., & Ferri, J. (1996, April). Talkaholics in Puerto Rico: A cross-cultural study. Paper presented at the meeting of the Eastern Communication Association, New York, NY.
42. Plax, T. G., Kearney, P., Downs, T. M., & Stewart, R. A. (1986). College student resistance toward teachers' use of selective control strategies. Communication Research Reports, 3, 20-27.
43. Putnam, M. L., Deshler, D. D., & Schumaker, J. B. (1993). The investigation of setting demands: A missing link in learning strategy instruction. In L. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities (pp. 325-355). Austin, TX: PRO-ED.
44. Roach, K. D. (1994). Temporal patterns and effects of perceived instructor compliance-gaining use. Communication Education, 43, 236-245.
45. Rubin, R. B., Graham, E. E., & Mignerey, J. T. (1990). A longitudinal study of college students' communication competence. Communication Education, 39, 1-14.
46. Rubin, R. B., & Morreale, S. P. (1996). Setting expectations for speech communication and learning. In E. A. Jones (Ed.), Preparing competent college graduates: Setting new and higher expectations for student learning (pp. 19-29). San Francisco: Jossey-Bass.
47. Rubin, R. B., Rubin, A. M., & Jordan, F. F. (1997). Effects of instruction on communication apprehension and communication competence. Communication Education, 46, 104-114.
48. Saint-Laurent, L., Dionne, J., Giasson, J., Royer, E., Simard, C., & Pierard, B. (1998). Academic achievement effects of an in-class service model on students with and without disabilities. Exceptional Children, 64, 239-253.
49. Saunders, B., & Chambers, S. M. (1996). A review of the literature on attention-deficit hyperactivity disorder children: Peer interactions and collaborative learning. Psychology in the Schools, 33, 333-340.
50. Snowman, J., & Biehler, R. (2000). Psychology applied to teaching. New York: Houghton Mifflin Company.
51. Wentzel, K. R., & Caldwell, K. (1997). Friendship, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198-1210.