Showing papers on "Interpersonal communication published in 2016"

The dynamics of persuasion.

Abstract: Part 1 Foundations of Persuasion: Introduction - a Case Study in Persuasion Defining and Measuring Attitudes Attitude Formation - Myths, Theories and Evidence Attitudes and Behaviour. Part 2 Changing Attitudes and Behaviours: Cognitive Processing Models of Persuasion "Who Says It" - Source Factors in Persuasion Message Effects Channel and Receiver Factors Social Judgement Theory Cognitive Dissonance Theory. Part 3 Communication Approaches: Interpersonal Persuasion Information Campaigns.

Why Do Adults Engage in Cyberbullying on Social Media? An Integration of Online Disinhibition and Deindividuation Effects with the Social Structure and Social Learning Model

Abstract: The dramatic increase in social media use has challenged traditional social structures and shifted a great deal of interpersonal communication from the physical world to cyberspace. Much of this so...

Communication accommodation theory: negotiating personal relationships and social identities across contexts

Abstract: Most people modify their ways of speaking, writing, texting, and e-mailing, and so on, according to the people with whom they are communicating. This fascinating book asks why we 'accommodate' to others in this way, and explores the various social consequences arising from it. Communication Accommodation Theory (CAT), revised and elaborated over the past 40 years, has been applied to a wide range of situations, from families to courtrooms, and from media to hospitals, by means of diverse methodologies in many disciplines, and across numerous languages and cultures. Bringing together a team of experts, this book demonstrates how the theory can help us towards a greater understanding of interpersonal communication in a multitude of contexts. Finally, it examines the principles of the theory, identifying a range of avenues along which research can move forward in future. A fascinating account of how and why we modify our way of speaking, texting, and e-mailing, and so on, according to the people with whom we are communicating. An invaluable resource for those already invoking Communication Accommodation Theory in their work, and for those yet to realize its potential. Furthers our understanding of interpersonal communication, and is of real significance to those studying new applied contexts, from families to courtrooms, and from media to hospitals.

Social Media Use During Disasters: How Information Form and Source Influence Intended Behavioral Responses

Abstract: This study provides insights that can inform disaster communication management, policymaking, and theory building through a nationally representative field experiment (N = 2,015 U.S. adults) grounded in media richness theory, information and communication technologies (ICTs) succession theory, and the social-mediated crisis communication (SMCC) model. Key findings include the following: (1) Significant main effects of disaster information source were detected on how likely participants were to seek further disaster information from TV, local government websites, and federal government websites; (2) regardless of information form and source, participants reported strongest intentions to immediately communicate about the disaster predominately via offline interpersonal forms rather than through online organizational and personal forms; and (3) regardless of information source, participants reported strong intentions to evacuate if instructed to do so by the government. These findings call for developing cri...

Prosocial Consequences of Interpersonal Synchrony: A Meta-Analysis.

Abstract: . The capacity to establish interpersonal synchrony is fundamental to human beings because it constitutes the basis for social connection and understanding. Interpersonal synchrony refers to instances when the movements or sensations of two or more people overlap in time and form. Recently, the causal influence of interpersonal synchrony on prosociality has been established through experiments. The current meta-analysis is the first to synthesize these isolated and sometimes contradictory experiments. We meta-analyzed 60 published and unpublished experiments that compared an interpersonal synchrony condition with at least one control condition. The results reveal a medium effect of interpersonal synchrony on prosociality with regard to both attitudes and behaviors. Furthermore, experimenter effects and intentionality moderate these effects. We discuss the strengths and limitations of our analysis, as well as its practical implications, and we suggest avenues for future research.

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

Abstract: The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.

Health Care Access Among Deaf People

Abstract: Access to health care without barriers is a clearly defined right of people with disabilities as stated by the UN Convention on the Rights of People with Disabilities. The present study reviews literature from 2000 to 2015 on access to health care for deaf people and reveals significant challenges in communication with health providers and gaps in global health knowledge for deaf people including those with even higher risk of marginalization. Examples of approaches to improve access to health care, such as providing powerful and visually accessible communication through the use of sign language, the implementation of important communication technologies, and cultural awareness trainings for health professionals are discussed. Programs that raise health knowledge in Deaf communities and models of primary health care centers for deaf people are also presented. Published documents can empower deaf people to realize their right to enjoy the highest attainable standard of health.

Introduction to Interpersonal Acceptance-Rejection Theory (IPARTheory) and Evidence

Abstract: Interpersonal acceptance-rejection theory (IPARTheory) is an evidence-based theory of socialization and lifespan development. It is composed of three subtheories, each of which deals with a separate but interrelated set of issues. IPARTheory’s personality subtheory – which is the most highly developed component of the theory – deals primarily with the pancultural nature and effects of interpersonal acceptance and rejection. Coping subtheory explores the fact that some individuals are better able to cope with experiences of perceived rejection than are other individuals. Finally, IPARTheory’s sociocultural systems subtheory attempts to predict and explain major causes and sociocultural correlates of interpersonal acceptance-rejection worldwide. Empirical evidence overwhelmingly supports the theory’s major postulates and predictions, especially postulates and predictions in personality subtheory. Emerging evidence about the neurobiological and biochemical risks posed for the development, structure, and function of the human brain are beginning to help explain why these postulates and predictions are so consistently confirmed panculturally. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. This article is available in Online Readings in Psychology and Culture: https://scholarworks.gvsu.edu/orpc/vol6/iss1/ 4 Overview of Interpersonal Acceptance-Rejection Theory

Autonomous Learning through Task-based Instruction in Fully Online Language Courses

Abstract: Lina Lee, University of New Hampshire This study investigated the affordances for autonomous learning in a fully online learning environment involving the implementation of task-based instruction in conjunction with Web 2.0 technologies. To that end, four-skill-integrated tasks and digital tools were incorporated into the coursework. Data were collected using midterm reflections, postsurveys and final interviews from two online elementary language courses. The results indicate that the types of tasks and digital tools utilized fostered learner autonomy in different ways. Structured tasks enabled students to work independently to create content, whereas open-ended tasks allowed them more freedom in exploring the understanding of a particular topic through social interaction. Significantly, teacher scaffolding through modeling and timely feedback affected student self-regulated efforts in online learning. The study concludes that personal commitment to the coursework and cognitive engagement with the learning material contributed to the degree of learning autonomy and the level of social interaction in fully online language learning.

Interpersonal Emotion Regulation Questionnaire (IERQ): Scale Development and Psychometric Characteristics.

Abstract: Despite the popularity of emotion regulation in the contemporary literature, research has almost exclusively focused on intrapersonal processes, whereas much less attention has been placed on interpersonal emotion regulation processes. In order to encourage research on interpersonal emotion regulation, we present a series of four studies to develop the Interpersonal Emotion Regulation Questionnaire (IERQ). The final scale consists of 20 items with 4 factors containing five items each. The four factors are: Enhancing Positive Affect; Perspective Taking; Soothing; and Social Modeling. The scale shows excellent psychometric characteristics. Implications for future research are discussed.

The International Encyclopedia of Interpersonal Communication

Abstract: Volume I The International Communication Association vii About the Editors ix Contributors xi Alphabetical List of Entries xix Thematic List of Entries xxiii Editors Introduction xxix Interpersonal Communication A ? 000 Volume II Interpersonal Communication ? ? 000 Volume III Interpersonal Communication ? Z 000 Index 000

Managing and mitigating conflict in healthcare teams: an integrative review.

Abstract: Aim To review empirical studies examining antecedents (sources, causes, predictors) in the management and mitigation of interpersonal conflict. Background Providing quality care requires positive, collaborative working relationships among healthcare team members. In today's increasingly stress-laden work environments, such relationships can be threatened by interpersonal conflict. Identifying the underlying causes of conflict and choice of conflict management style will help practitioners, leaders and managers build an organizational culture that fosters collegiality and create the best possible environment to engage in effective conflict management. Design Integrative literature review. Data sources CINAHL, MEDLINE, PsycINFO, Proquest ABI/Inform, Cochrane Library and Joanne Briggs Institute Library were searched for empirical studies published between 2002–May 2014. Review methods The review was informed by the approach of Whittemore and Knafl. Findings were extracted, critically examined and grouped into themes. Results Forty-four papers met the inclusion criteria. Several antecedents influence conflict and choice of conflict management style including individual characteristics, contextual factors and interpersonal conditions. Sources most frequently identified include lack of emotional intelligence, certain personality traits, poor work environment, role ambiguity, lack of support and poor communication. Very few published interventions were found. Conclusion By synthesizing the knowledge and identifying antecedents, this review offers evidence to support recommendations on managing and mitigating conflict. As inevitable as conflict is, it is the responsibility of everyone to increase their own awareness, accountability and active participation in understanding conflict and minimizing it. Future research should investigate the testing of interventions to minimize these antecedents and, subsequently, reduce conflict.

Women are Warmer but No Less Assertive than Men: Gender and Language on Facebook.

Abstract: Using a large social media dataset and open-vocabulary methods from computational linguistics, we explored differences in language use across gender, affiliation, and assertiveness. In Study 1, we analyzed topics (groups of semantically similar words) across 10 million messages from over 52,000 Facebook users. Most language differed little across gender. However, topics most associated with self-identified female participants included friends, family, and social life, whereas topics most associated with self-identified male participants included swearing, anger, discussion of objects instead of people, and the use of argumentative language. In Study 2, we plotted male- and female-linked language topics along two interpersonal dimensions prevalent in gender research: affiliation and assertiveness. In a sample of over 15,000 Facebook users, we found substantial gender differences in the use of affiliative language and slight differences in assertive language. Language used more by self-identified females was interpersonally warmer, more compassionate, polite, and-contrary to previous findings-slightly more assertive in their language use, whereas language used more by self-identified males was colder, more hostile, and impersonal. Computational linguistic analysis combined with methods to automatically label topics offer means for testing psychological theories unobtrusively at large scale.

Meta-Analyses of the Intra- and Interpersonal Outcomes of Interpersonal Coordination

Abstract: Interpersonal coordination, the extent to which social partners coordinate each other’s postures and mannerisms, acts as a “social glue” that serves both individual and social goals, such as producing prosocial behaviors and facilitating harmonious interactions. Research in this area has become prominent in a variety of domains both within and outside of psychology, forming a sizeable literature dedicated to investigating the causes and consequences of interpersonal coordination. We conducted a series of meta-analyses on studies that treated interpersonal coordination as an independent variable, in order to measure its effect on several intrapersonal (e.g., mood, need to belong) and interpersonal (e.g., prosocial behavior) outcomes, as well as several potential moderators (e.g., percentage of female participants) that may affect the strength of the effect. Overall, the results demonstrated that the positive effects of interpersonal coordination are robust, with a few exceptions specific to intrapersonal outcomes. These findings provide a much-needed quantitative summary of the literature on interpersonal coordination, and highlight areas that merit future research.

Interventions for improving medical students' interpersonal communication in medical consultations.

Abstract: Background Communication is a common element in all medical consultations, affecting a range of outcomes for doctors and patients. The increasing demand for medical students to be trained to communicate effectively has seen the emergence of interpersonal communication skills as core graduate competencies in medical training around the world. Medical schools have adopted a range of approaches to develop and evaluate these competencies. Objectives To assess the effects of interventions for medical students that aim to improve interpersonal communication in medical consultations. Search methods We searched five electronic databases: Cochrane Central Register of Controlled Trials, MEDLINE, Embase, PsycINFO, and ERIC (Educational Resource Information Centre) in September 2020, with no language, date, or publication status restrictions. We also screened reference lists of relevant articles and contacted authors of included studies. Selection criteria We included randomised controlled trials (RCTs), cluster-RCTs (C-RCTs), and non-randomised controlled trials (quasi-RCTs) evaluating the effectiveness of interventions delivered to students in undergraduate or graduate-entry medical programmes. We included studies of interventions aiming to improve medical students' interpersonal communication during medical consultations. Included interventions targeted communication skills associated with empathy, relationship building, gathering information, and explanation and planning, as well as specific communication tasks such as listening, appropriate structure, and question style. Data collection and analysis We used standard methodological procedures expected by Cochrane. Two review authors independently reviewed all search results, extracted data, assessed the risk of bias of included studies, and rated the quality of evidence using GRADE. Main results We found 91 publications relating to 76 separate studies (involving 10,124 students): 55 RCTs, 9 quasi-RCTs, 7 C-RCTs, and 5 quasi-C-RCTs. We performed meta-analysis according to comparison and outcome. Among both effectiveness and comparative effectiveness analyses, we separated outcomes reporting on overall communication skills, empathy, rapport or relationship building, patient perceptions/satisfaction, information gathering, and explanation and planning. Overall communication skills and empathy were further divided as examiner- or simulated patient-assessed. The overall quality of evidence ranged from moderate to very low, and there was high, unexplained heterogeneity. Overall, interventions had positive effects on most outcomes, but generally small effect sizes and evidence quality limit the conclusions that can be drawn. Communication skills interventions in comparison to usual curricula or control may improve both overall communication skills (standardised mean difference (SMD) 0.92, 95% confidence interval (CI) 0.53 to 1.31; 18 studies, 1356 participants; I² = 90%; low-quality evidence) and empathy (SMD 0.64, 95% CI 0.23 to 1.05; 6 studies, 831 participants; I² = 86%; low-quality evidence) when assessed by experts, but not by simulated patients. Students' skills in information gathering probably also improve with educational intervention (SMD 1.07, 95% CI 0.61 to 1.54; 5 studies, 405 participants; I² = 78%; moderate-quality evidence), but there may be little to no effect on students' rapport (SMD 0.18, 95% CI -0.15 to 0.51; 9 studies, 834 participants; I² = 81%; low-quality evidence), and effects on information giving skills are uncertain (very low-quality evidence). We are uncertain whether experiential interventions improve overall communication skills in comparison to didactic approaches (SMD 0.08, 95% CI -0.02 to 0.19; 4 studies, 1578 participants; I² = 4%; very low-quality evidence). Electronic learning approaches may have little to no effect on students' empathy scores (SMD -0.13, 95% CI -0.68 to 0.43; 3 studies, 421 participants; I² = 82%; low-quality evidence) or on rapport (SMD 0.02, 95% CI -0.33 to 0.38; 3 studies, 176 participants; I² = 19%; moderate-quality evidence) compared to face-to-face approaches. There may be small negative effects of electronic interventions on information giving skills (low-quality evidence), and effects on information gathering skills are uncertain (very low-quality evidence). Personalised/specific feedback probably improves overall communication skills to a small degree in comparison to generic or no feedback (SMD 0.58, 95% CI 0.29 to 0.87; 6 studies, 502 participants; I² = 56%; moderate-quality evidence). There may be small positive effects of personalised feedback on empathy and information gathering skills (low quality), but effects on rapport are uncertain (very low quality), and we found no evidence on information giving skills. We are uncertain whether role-play with simulated patients outperforms peer role-play in improving students' overall communication skills (SMD 0.17, 95% CI -0.33 to 0.67; 4 studies, 637 participants; I² = 87%; very low-quality evidence). There may be little to no difference between effects of simulated patient and peer role-play on students' empathy (low-quality evidence) with no evidence on other outcomes for this comparison. Descriptive syntheses of results that could not be included in meta-analyses across outcomes and comparisons were mixed, as were effects of different interventions and comparisons on specific communication skills assessed by the included trials. Quality of evidence was downgraded due to methodological limitations across several risk of bias domains, high unexplained heterogeneity, and imprecision of results. In general, results remain consistent in sensitivity analysis based on risk of bias and adjustment for clustering. No adverse effects were reported. AUTHORS' CONCLUSIONS: This review represents a substantial body of evidence from which to draw, but further research is needed to strengthen the quality of the evidence base, to consider the long-term effects of interventions on students' behaviour as they progress through training and into practice, and to assess effects of interventions on patient outcomes. Efforts to standardise assessment and evaluation of interpersonal skills will strengthen future research efforts.

A trial of an iPad intervention targeting social communication skills in children with autism

Abstract: This study evaluated a technology-based early intervention for social communication skills in pre-schoolers in a randomised controlled trial. Participants were 54 children aged under 6 years with a diagnosis of autism, assigned to either intervention or control conditions. The app engaged children, who played consistently, regardless of developmental level, and was rated highly by parents. There were no significant group differences in parent-report measures post-intervention, nor in a measure of parent–child play at follow-up. Therefore, this intervention did not have an observable impact on real-world social communication skills and caution is recommended about the potential usefulness of iPad™ apps for amelioration of difficulties in interaction. However, positive attitudes among participants, lack of harms and the potential of apps to deliver therapeutic content at low economic cost suggest this approach is worth pursuing further, perhaps targeting other skill domains.

In the Company of Others: An Introduction to Communication

Abstract: PART I: FUNDAMENTALS OF COMMUNICATION CHAPTER 1: COMPETENT COMMUNICATION: EFFECTIVE AND APPROPRIATE I. Benefits of Communication Competence II. Communication Myths III. Defining Communication IV. Defining Communication Competence V. Achieving Communication Competence VI. Creating a Communication Climate VII. Summary VIII. Film School BOX 1-1: Developing Communication Competence: Hindsight Bias Test BOX 1-2: Focus on Controversy: Ethics and Hypercompetitiveness CHAPTER 2: PERCEPTION OF SELF AND OTHERS: WHO AM I? WHO ARE THEY? I. The Perceptual Process II. Perception of Self III. Perception of Others IV. Communication Competence and Perceptual Challenges V. Summary VI. Film School BOX 2-1: Focus on Controversy: Self-Esteem: More Is Not Always Better BOX 2-2: Developing Communication Competence: Where Do You Draw the Line? CHAPTER 3: CULTURE AND GENDER I. Culture and Communication II. Intercultural Miscommunication III. Intercultural Communication Competence IV. Gender and Communication V. Communication Competence and Gender VI. Summary VII. Film School BOX 3-1: Developing Communication Competence: Be Ye Individualist or Collectivist? BOX 3-2: Focus on Controversy: Competition: Cultural Influence CHAPTER 4: LANGUAGE: SHARING MEANING WITH WORDS I. The Nature of Language II. The Abstracting Process III. Competent Language Use IV. Summary V. Film School BOX 4-1: Focus on Controversy: Aping Language: The Debate over Animals' Linguistic Abilities BOX 4-2: Developing Communication Competence: Measuring Connotative Meaning BOX 4-3: Focus on Controversy: Verbal Taboos: A Question of Appropriateness CHAPTER 5: NONVERBAL COMMUNICATION: SHARING MEANING WITHOUT WORDS I. Distinctions between Verbal and Nonverbal Communication II. Interconnectedness of Verbal and Nonverbal Communication III. Types of Nonverbal Communication IV. Communicating Competently with Nonverbal Codes V. Summary VI. Film School BOX 5-1: Developing Communication Competence: Nonverbal Communication Test BOX 5-2: Focus on Controversy: Gated Communities: Fortress America? CHAPTER 6: LISTENING TO OTHERS I. The Listening Process II. Competent Informational Listening III. Competent Critical Listening IV. Competent Empathic Listening V. Summary VI. Film School BOX 6-1: Developing Communication Competence: Focused Attention BOX 6-2: Focus on Controversy: Skepticism and Open-Mindedness: Inquiring Minds, Not Empty Minds BOX 6-3: Developing Communication Competence: Distinguishing Listening Responses PART TWO: INTERPERSONAL COMMUNICATION CHAPTER 7: POWER: THE INESCAPABLE INTERPERSONAL DYNAMIC I. Definition of Power II. Communication Indicators of Power III. Power Resources IV. Problems of Power Imbalance V. Competent Communication and Balancing Power VI. Summary VII. Film School BOX 7-1: Focus on Controversy: Gender and Relationship Aggression: A White-Hot Debate BOX 7-2: Developing Communication Competence: Assertiveness Self-Assessment Questionnaire CHAPTER 8: MAKING RELATIONSHIPS WORK I. Forming Close Relationships II. Sustaining Relationships with Competent Communication III. Technology and Competent Interpersonal Relationships IV. Intercultural Relationships and Communication Competence V. Summary VI. Film School BOX 8-1: Focus on Controversy: Cyberaddiction BOX 8-2: Developing Communication Competence: Cell Phone Etiquette for the Competent Communicator BOX 8-3: Developing Communication Competence: Netiquette CHAPTER 9: INTERPERSONAL CONFLICT MANAGEMENT I. Definition of Conflict II. Relationship Dialectics III. Communication Styles of Conflict Management IV. Managing Conflict Competently V. Summary VI. Film School BOX 9-1: Focus on Controversy: Ethical Conundrum: Is Honesty Always the Best Policy? PART THREE: GROUP COMMUNICATION CHAPTER 10: THE ANATOMY OF SMALL GROUPS I. The Genius of Groups II. The Structure of Small Groups III. Leadership IV. Summary V. Film School BOX 10-1: Developing Communication Competence: Playing By the Roles: A Self-Assessment BOX 10-2: Focus on Controversy: Gender and Ethnicity: Glass Ceiling or Tricky Labyrinth? CHAPTER 11: EFFECTIVE GROUPS I. Challenges of Group Composition II. Competent Group Decision Making and Problem Solving III. Teambuilding and Teamwork IV. Virtual Groups and Teams V. Summary VI. Film School BOX 11-1: Developing Communication Competence: A Sample Agenda for Group Meetings BOX 11-2: Developing Communication Competence: How to Achieve a Consensus PART FOUR: PUBLIC SPEAKING CHAPTER 12: PREPARING SPEECHES I. Audience Analysis II. Topic Choice and Analysis III. Researching the Topic IV. Supporting Materials V. Competent Outlining and Organizing VI. Summary VII. Film School BOX 12-1: Focus on Controversy: Wikipedia: Credible Scholarship or Mob Rule? BOX 12-2: Developing Communication Competence: Spotting Fallacies BOX 12-3: Developing Communication Competence: A Student Outline: Rough Draft and Revision CHAPTER 13: PRESENTING SPEECHES I. Addressing Speech Anxiety II. Gaining and Maintaining Attention III. Competent Presentation of Introductions and Conclusions IV. Competent Presentation of Supporting Materials V. Competent Style of Presentation: A Signature Event VI. Competent Delivery of Speeches VII. Summary VIII. Film School BOX 13-1: FOCUS ON CONTROVERSY: DELETING PRESIDENTIAL VERBAL GOOFS: AN ETHICAL QUESTION CHAPTER 14: INFORMATIVE SPEAKING I. Distinguishing Informative from Persuasive Speaking II. Types of Informative Speeches III. Guidelines for Competent Informative Speaking IV. Visual Aids V. Summary VI. Film School BOX 14-1: Developing Communication Competence: Examples of Signposts and Transitions BOX 14-2: Developing Communication Competence: Outline and Text of an Informative Speech BOX 14-3: Focus on Controversy: PowerPoint: Lots of Power, Little Point? CHAPTER 15: PERSUASIVE SPEAKING I. Foundations of Persuasion II. Competent Persuasive Speaking III. Summary IV. Film School BOX 15-1: Developing Communication Competence: A Sample Outline and Persuasive Speech APPENDIX: INTERVIEWING

First Impressions in Human--Agent Virtual Encounters

Abstract: In greeting encounters, first impressions of personality and attitude are quickly formed and might determine important relational decisions, such as the likelihood and frequency of subsequent encounters. An anthropomorphic user interface is not immune to these judgments, specifically when exhibiting social interaction skills in public spaces. A favorable impression may help engaging users in interaction and attaining acceptance for long-term interactions. We present three studies implementing a model of first impressions for initiating user interactions with an anthropomorphic museum guide agent with socio-relational skills. We focus on nonverbal behavior exhibiting personality and interpersonal attitude. In two laboratory studies, we demonstrate that impressions of an agent's personality are quickly formed based on proximity, whereas interpersonal attitude is conveyed through smile and gaze. We also found that interpersonal attitude has greater impact than personality on the user's decision to spend time with the agent. These findings are then applied to a museum guide agent exhibited at the Boston Museum of Science. In this field study, we show that employing our model increases the number of visitors engaging in interaction.

The impact of communication channels on mobile banking adoption

Abstract: Purpose – The purpose of this paper is to investigate the distinct effects of different communication channels, particularly interpersonal networks, social media, and mass media on customer beliefs and usage intention in a mobile banking (MB) context. Design/methodology/approach – This study employed a combination of both qualitative and quantitative research approaches with an exploratory sequential research design in two major phases: focus groups; and a large-scale survey among 183 New Zealand young adults. Findings – The most significant influential factor of usage intention was perceived usefulness, followed by perceived credibility and perceived costs. Face-to-face communication with bank staff and close acquaintances was perceived as the most reliable and persuasive sources of banking-related information. Moreover, mass channels were considered to be more important and trustworthy than social media in the MB sector. The research results revealed that the current status of MB diffusion in New Zealan...

The expectation performance gap in accounting education: a review of generic skills development in UK accounting degrees

Abstract: Accounting educators are criticised for a focus on the development of technical skills at the expense of generic employability skills. This study considers the perspective of UK graduates training ...

It’s All About the Self When Perspective Taking Backfires

Abstract: Although abundant research has documented positive interpersonal outcomes of perspective taking, a growing body of evidence indicates that perspective taking can also induce negative interpersonal ...