Basics of qualitative research: Grounded theory procedures and techniques

Attachment--and loss.

Principles and Practice of Structural Equation Modeling (2nd ed.)

Major theories of team effectiveness position emergent collective cognitive processes as central drivers of team performance. We meta-analytically cumulated 231 correlations culled from 65 independent studies of team cognition and its relations to teamwork processes, motivational states, and performance outcomes. We examined both broad relationships among cognition, behavior, motivation, and performance, as well as 3 underpinnings of team cognition as potential moderators of these relationships. Findings reveal there is indeed a cognitive foundation to teamwork; team cognition has strong positive relationships to team behavioral process, motivational states, and team performance. Meta-analytic regressions further indicate that team cognition explains significant incremental variance in team performance after the effects of behavioral and motivational dynamics have been controlled. The nature of emergence, form of cognition, and content of cognition moderate relationships among cognition, process, and performance, as do task interdependence and team type. Taken together, these findings not only cumulate extant research on team cognition but also provide a new interpretation of the impact of underlying dimensions of cognition as a way to frame and extend future research.

The cognitive underpinnings of effective teamwork: a meta-analysis.

Interaction ritual chains

This article discusses what undergraduate students enrolled in a family communication course should learn. It is intended to provide readers with a general direction on how to design or teach a family communication course so that students understand a communication-centered approach to family. This article highlightssome of the foundational theories and concepts grounding most family communication courses, content areas typically addressed when considering the family communication course, possible assignments that might be useful in teaching the course, and relevant issues related to teaching family communication. If instructors thoughtfully consider content and assignment decisions in the family communication course, they have the potential to help students think about family communication in more nuanced and informed ways as they navigate family bonds as scholars and practitioners.

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Perspectives on Teaching the Family Communication Course

Perceived Value of Classroom Attendance and Motivation on Public Speaking Grades

Technology supplements to college textbooks, such as self-guided quizzes and exercises available over the Internet, have become commonplace. The current study examined student perceptions regarding the utility of technology supplements that accompanied a public speaking fundamentals textbook. At semester’s end, students reported the supplements to be less useful than they had expected. The supplements were perceived to be more useful by females than by males. The supplements were reported to be more useful when they were required than when they were not. Students perceived technology supplements to be most helpful as study aids and speech preparation tools, but only when they worked properly, were required, and were related directly to course objectives. Instructors are ultimately responsible for ensuring that technology supplements function properly for their students.

Scholarship of Teaching and Learning Textbook Technology Supplements: What Are They Good For?

The positive and negative social exchanges (PANSE) scale has been widely applied within the interpersonal communication arena. The measure captures the possible varied positive and negative assessments of messages that someone recalls from a targeted individual. The measure was updated by J. T. Newsom, K. S. Rook, D. H. Sorkin, and T. Mahan to include a fourth domain of both a positive social exchange and a negative social exchange. The overall measure features 24 items and is split evenly between positive and negative social exchanges. Newsom et al. laid the groundwork for the PANSE scale in performing a short-term longitudinal study of older adults inclusive of both positive and negative types of messages exchanged between people. Less research had simultaneously examined both types of social exchange messages. Newsom et al.’s study offered evidence of the measure’s construct validity because negative exchanges are correlated with less well-being and greater psychological distress, whereas positive exchanges are related only to positive well-being.

Positive and Negative Social Exchanges Scale

The Parental Challenge Questionnaire (PCQ), a 30-item unidimensional scale, was developed by R. M. Dailey to capture any communicative behaviors that parents use to push or test their children’s existing skills and abilities. Dailey’s initial study found that parental challenge behaviors are positively associated with adolescent self-esteem as well as identity strength. Dailey also found that parental acceptance and challenge are positively related to each other and necessary for the development of positive outcomes with children. Dailey validated the PCQ measure with three separate studies employing three different samples. The first study identified challenge behaviors that young adults reported receiving from parents. Young adults rated the challenge behaviors for mothers and fathers separately in the second study to assess unique differences in challenge behaviors and narrow the overall list of parental challenge behaviors. The PCQ demonstrates construct validity because it is strongly correlated with the challenge subscale found in the Complex Family Questionnaire.

Jeffrey T. Child

Papers

Perspectives on Teaching the Family Communication Course

Perceived Value of Classroom Attendance and Motivation on Public Speaking Grades

Scholarship of Teaching and Learning Textbook Technology Supplements: What Are They Good For?

Positive and Negative Social Exchanges Scale

Parental Challenge Questionnaire