Understanding the Communicative Implications of Initial Impressions: A Longitudinal Test of Predicted Outcome Value Theory

Autor/inn/en	Horan, Sean M.; Houser, Marian L.
Titel	Understanding the Communicative Implications of Initial Impressions: A Longitudinal Test of Predicted Outcome Value Theory
Quelle	In: Communication Education, 61 (2012) 3, S.234-252 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2012.671950
Schlagwörter	Interpersonal Communication; Prediction; Correlation; Student Participation; Student Reaction; Aggression; Interpersonal Relationship; Values; Interaction; Student Attitudes; Antisocial Behavior; Nonverbal Communication; College Students; Likert Scales + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Vorhersage; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerkritik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wertbegriff; Interaktion; Schülerverhalten; Non-verbal communication; Nonverbale Kommunikation; Collegestudent; Likert-Skala
Abstract	The goal of the present study was to test predicted outcome value theory (POV) in the classroom in order to discover the implications of students' POV judgments. Specifically, we explored the relationships among students' initial POV judgments and students' communication. To that end, we conducted a two-phase study in which students completed initial POV assessments during the first week of a course and, at time 2, completed measurements of their actual communication. Time 1 POV assessments were positively related to students' reports of responsiveness and participation, and negatively related to indirect interpersonal aggression (not hostility). Both theoretical and applied implications are discussed along with limitations and future research. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10