Carrie Kennedy-Lightsey
- Courses4
- Reviews21
- School: Stephen F. Austin State University
- Campus:
- Department: Communication
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Location:
Nacogdoches, TX - Dates at Stephen F. Austin State University: May 2015 - November 2019
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Biography
Stephen F. Austin State University - Communication
Assistant Professor of Communication Studies at Stephen F. Austin State University
Higher Education
Carrie D.
Kennedy-Lightsey
Nacogdoches, Texas
I am an assistant professor of communication studies in the Languages, Cultures, and Communication at Stephen F. Austin State University. I enjoy designing and conducting interpersonal communication research. In my research I focus on dark side topics like jealousy, privacy, and aggressiveness in romantic and family relationships, friendships, and teacher-student interactions. I teach courses where I get to talk about what I'm passionate about.
Experience
West Virginia University
Graduate Teaching Assistant
Taught numerous communication courses, including Communication Theory, Interpersonal Communication, Nonverbal Communication, Gender Communication, and Intercultural Communication.
Course administrator for the large lecture Interpersonal Communication course.
Research assistant. Assisted with gathering secondary research, collecting data, and running demographic data in SPSS.Texas State University
Graduate Lab Instructor
Served as a Lab Instructor for the Fundamentals of Human Communication Course (COMM 1310) required of all Texas State students.
Texas State University
Lecturer
Taught the basic course as well as Gender and Communication, Health Communication, Family Communication, and Communication Research Methods.
Stephen F. Austin State University
Assistant Professor
Teach undergraduate and graduate courses in interpersonal communication, dark side of interpersonal communication, research methods, and communication theory.
Design and conduct original research in communication using primarily surveys.
Mentor student research projects.
Present original research at regional and national conventions.
Serve on MA student committees as well as departmental and university service committees.
Advise Communication Studies majors.Indiana University-Purdue University Fort Wayne (IPFW)
Assistant Professor
Taught undergraduate and graduate communication courses including Interpersonal Communication Theories (graduate), Dark Side of Interpersonal Communication (graduate), Approaches to Interpersonal Communication, Family Communication, Small Group Communication, and Research Methods.
Conducted research between mothers and young adult children.
Mentored student research projects.
Presented research at regional and national conventions.
Served on Master student committees, chaired the assessment committee, and served on the curriculum committee.
Education
Texas State University-San Marcos
MA
Communication Studies
West Virginia University
PhD
Communication Studies; Interpersonal Communication
Dissertation: When Two Become One: Marital Couples' Public Performances and Couple Identity, 2009 (directed by Matthew Martin)West Virginia University
Graduate Teaching Assistant
Taught numerous communication courses, including Communication Theory, Interpersonal Communication, Nonverbal Communication, Gender Communication, and Intercultural Communication. Course administrator for the large lecture Interpersonal Communication course. Research assistant. Assisted with gathering secondary research, collecting data, and running demographic data in SPSS.St.Edward's University
BA
Communication
Texas State University
Graduate Lab Instructor
Served as a Lab Instructor for the Fundamentals of Human Communication Course (COMM 1310) required of all Texas State students.Texas State University
Lecturer
Taught the basic course as well as Gender and Communication, Health Communication, Family Communication, and Communication Research Methods.
Publications
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave
Communication Research Reports
This study examined gaps between students’ personal, enacted, relational, and communal identities. The particular interest was students’ intentions to leave the university as a function of their identity gaps, self-esteem, communication satisfaction, motivation, and general affect. Participants (N = 209 undergraduate students) completed self-report measures while reflecting on their communication with others at the university (e.g., faculty, staff, and peers). Results of path analysis models indicated that personal-communal identity gaps are predictive of students’ communication satisfaction, motivation, general affect, and their intentions to leave the university. This predictive ability is enhanced by the presence of personal-relational gaps.
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave
Communication Research Reports
This study examined gaps between students’ personal, enacted, relational, and communal identities. The particular interest was students’ intentions to leave the university as a function of their identity gaps, self-esteem, communication satisfaction, motivation, and general affect. Participants (N = 209 undergraduate students) completed self-report measures while reflecting on their communication with others at the university (e.g., faculty, staff, and peers). Results of path analysis models indicated that personal-communal identity gaps are predictive of students’ communication satisfaction, motivation, general affect, and their intentions to leave the university. This predictive ability is enhanced by the presence of personal-relational gaps.
Responses to Jealousy Situations that Evoke Uncertainty in Married and Dating Relationships
Communication Quarterly
This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave
Communication Research Reports
This study examined gaps between students’ personal, enacted, relational, and communal identities. The particular interest was students’ intentions to leave the university as a function of their identity gaps, self-esteem, communication satisfaction, motivation, and general affect. Participants (N = 209 undergraduate students) completed self-report measures while reflecting on their communication with others at the university (e.g., faculty, staff, and peers). Results of path analysis models indicated that personal-communal identity gaps are predictive of students’ communication satisfaction, motivation, general affect, and their intentions to leave the university. This predictive ability is enhanced by the presence of personal-relational gaps.
Responses to Jealousy Situations that Evoke Uncertainty in Married and Dating Relationships
Communication Quarterly
This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.
Parental Privacy Invasion, Family Communication Patterns, and Perceived Ownership of Private Information
Communication Reports
in press
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave
Communication Research Reports
This study examined gaps between students’ personal, enacted, relational, and communal identities. The particular interest was students’ intentions to leave the university as a function of their identity gaps, self-esteem, communication satisfaction, motivation, and general affect. Participants (N = 209 undergraduate students) completed self-report measures while reflecting on their communication with others at the university (e.g., faculty, staff, and peers). Results of path analysis models indicated that personal-communal identity gaps are predictive of students’ communication satisfaction, motivation, general affect, and their intentions to leave the university. This predictive ability is enhanced by the presence of personal-relational gaps.
Responses to Jealousy Situations that Evoke Uncertainty in Married and Dating Relationships
Communication Quarterly
This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.
Parental Privacy Invasion, Family Communication Patterns, and Perceived Ownership of Private Information
Communication Reports
in press
Initiating and Avoiding Communication with Mothers: Young Adult Children's Perceptions of Hurtfulness and Affirming Styles
Southern Communication Journal
This study examined young adults' perceptions of their mothers' communication and their initiated and avoided communication with their mothers. Guided by Interaction Adaptation Theory (Burgoon, Stern, & Dillman, 1995), young adults (N = 206) reported on frequency of mothers' hurtful messages, mothers' affirming style, hurt feelings, desires for closeness, and communication and relational satisfaction. Results revealed that females who received hurtful messages less frequently were more satisfied, as were young adults who perceived their mothers as more affirming. Relational satisfaction was a positive predictor of communication initiation, and degree of hurtfulness was positively related to communication initiation for females only. Communication satisfaction was a negative predictor of communication avoidance, and attentive communicator style was a positive predictor of communication avoidance. The study's findings indicate support for contentions that mothers should be conscious not only of what they say but how they say it. Moreover, researchers should continue to explore Interaction Adaptation Theory in existing relationships and with regard to negative relational events.
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave
Communication Research Reports
This study examined gaps between students’ personal, enacted, relational, and communal identities. The particular interest was students’ intentions to leave the university as a function of their identity gaps, self-esteem, communication satisfaction, motivation, and general affect. Participants (N = 209 undergraduate students) completed self-report measures while reflecting on their communication with others at the university (e.g., faculty, staff, and peers). Results of path analysis models indicated that personal-communal identity gaps are predictive of students’ communication satisfaction, motivation, general affect, and their intentions to leave the university. This predictive ability is enhanced by the presence of personal-relational gaps.
Responses to Jealousy Situations that Evoke Uncertainty in Married and Dating Relationships
Communication Quarterly
This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.
Parental Privacy Invasion, Family Communication Patterns, and Perceived Ownership of Private Information
Communication Reports
in press
Initiating and Avoiding Communication with Mothers: Young Adult Children's Perceptions of Hurtfulness and Affirming Styles
Southern Communication Journal
This study examined young adults' perceptions of their mothers' communication and their initiated and avoided communication with their mothers. Guided by Interaction Adaptation Theory (Burgoon, Stern, & Dillman, 1995), young adults (N = 206) reported on frequency of mothers' hurtful messages, mothers' affirming style, hurt feelings, desires for closeness, and communication and relational satisfaction. Results revealed that females who received hurtful messages less frequently were more satisfied, as were young adults who perceived their mothers as more affirming. Relational satisfaction was a positive predictor of communication initiation, and degree of hurtfulness was positively related to communication initiation for females only. Communication satisfaction was a negative predictor of communication avoidance, and attentive communicator style was a positive predictor of communication avoidance. The study's findings indicate support for contentions that mothers should be conscious not only of what they say but how they say it. Moreover, researchers should continue to explore Interaction Adaptation Theory in existing relationships and with regard to negative relational events.
Attachment, Identity Gaps, and Communication and Relational Outcomes in Marital Couples' Public Performances
Journal of Family Communication
Marital couples’ public performances require the joint communication of two individuals to present a unique entity—the relationship, while remaining true to each partner’s identity. As such, couples are at a greater risk of experiencing identity gaps and their adverse effects. In this study, 153 married couples completed measures about their attachment, personal-enacted and couple-enacted identity gaps, their degrees of communication satisfaction, feelings of being understood, relational satisfaction, and commitment. Results revealed several actor and partner effects for husbands and wives’ attachment with identity gap experiences. Partner effects were also found for identity gaps with communication satisfaction, relationship satisfaction, and commitment supporting the communicative nature of identity gaps. Ultimately, identity gaps appear to affect husbands and wives’ sense of “we-ness” surrounding public performances.
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave
Communication Research Reports
This study examined gaps between students’ personal, enacted, relational, and communal identities. The particular interest was students’ intentions to leave the university as a function of their identity gaps, self-esteem, communication satisfaction, motivation, and general affect. Participants (N = 209 undergraduate students) completed self-report measures while reflecting on their communication with others at the university (e.g., faculty, staff, and peers). Results of path analysis models indicated that personal-communal identity gaps are predictive of students’ communication satisfaction, motivation, general affect, and their intentions to leave the university. This predictive ability is enhanced by the presence of personal-relational gaps.
Responses to Jealousy Situations that Evoke Uncertainty in Married and Dating Relationships
Communication Quarterly
This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.
Parental Privacy Invasion, Family Communication Patterns, and Perceived Ownership of Private Information
Communication Reports
in press
Initiating and Avoiding Communication with Mothers: Young Adult Children's Perceptions of Hurtfulness and Affirming Styles
Southern Communication Journal
This study examined young adults' perceptions of their mothers' communication and their initiated and avoided communication with their mothers. Guided by Interaction Adaptation Theory (Burgoon, Stern, & Dillman, 1995), young adults (N = 206) reported on frequency of mothers' hurtful messages, mothers' affirming style, hurt feelings, desires for closeness, and communication and relational satisfaction. Results revealed that females who received hurtful messages less frequently were more satisfied, as were young adults who perceived their mothers as more affirming. Relational satisfaction was a positive predictor of communication initiation, and degree of hurtfulness was positively related to communication initiation for females only. Communication satisfaction was a negative predictor of communication avoidance, and attentive communicator style was a positive predictor of communication avoidance. The study's findings indicate support for contentions that mothers should be conscious not only of what they say but how they say it. Moreover, researchers should continue to explore Interaction Adaptation Theory in existing relationships and with regard to negative relational events.
Attachment, Identity Gaps, and Communication and Relational Outcomes in Marital Couples' Public Performances
Journal of Family Communication
Marital couples’ public performances require the joint communication of two individuals to present a unique entity—the relationship, while remaining true to each partner’s identity. As such, couples are at a greater risk of experiencing identity gaps and their adverse effects. In this study, 153 married couples completed measures about their attachment, personal-enacted and couple-enacted identity gaps, their degrees of communication satisfaction, feelings of being understood, relational satisfaction, and commitment. Results revealed several actor and partner effects for husbands and wives’ attachment with identity gap experiences. Partner effects were also found for identity gaps with communication satisfaction, relationship satisfaction, and commitment supporting the communicative nature of identity gaps. Ultimately, identity gaps appear to affect husbands and wives’ sense of “we-ness” surrounding public performances.
Communication Privacy Management Theory: Coordination and Ownership between Friends
Communication Quarterly
Researchers in this study explored friends’ boundary coordination and ownership surrounding private information as posed by Communication Privacy Management theory. One hundred pairs of friends (N = 200) completed measures about the risk of a prior disclosure and the degree of discussion about who could/could not know the information. In support of Communication Privacy Management theory, disclosers engaged in greater boundary coordination when the information was riskier. When the information was riskier, disclosers and receivers perceived that the receivers had less ownership rights over the information. Disclosers reported negative emotional reactions to hypothetical dissemination of higher-risk information when they perceived their friends as having less ownership, but positive emotional reactions of lower-risk information when they perceived their friends as having more ownership. Receivers were more likely to disseminate the information when they perceived they had ownership over the information.
College Students' Use of Behavioral Alteration Techniques as a Function of Aggressive Communication
Communication Education
This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.
Should I Stay or Go?: Student Identity Gaps, Feelings, and Intent to Leave
Communication Research Reports
This study examined gaps between students’ personal, enacted, relational, and communal identities. The particular interest was students’ intentions to leave the university as a function of their identity gaps, self-esteem, communication satisfaction, motivation, and general affect. Participants (N = 209 undergraduate students) completed self-report measures while reflecting on their communication with others at the university (e.g., faculty, staff, and peers). Results of path analysis models indicated that personal-communal identity gaps are predictive of students’ communication satisfaction, motivation, general affect, and their intentions to leave the university. This predictive ability is enhanced by the presence of personal-relational gaps.
Responses to Jealousy Situations that Evoke Uncertainty in Married and Dating Relationships
Communication Quarterly
This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.
Parental Privacy Invasion, Family Communication Patterns, and Perceived Ownership of Private Information
Communication Reports
in press
Initiating and Avoiding Communication with Mothers: Young Adult Children's Perceptions of Hurtfulness and Affirming Styles
Southern Communication Journal
This study examined young adults' perceptions of their mothers' communication and their initiated and avoided communication with their mothers. Guided by Interaction Adaptation Theory (Burgoon, Stern, & Dillman, 1995), young adults (N = 206) reported on frequency of mothers' hurtful messages, mothers' affirming style, hurt feelings, desires for closeness, and communication and relational satisfaction. Results revealed that females who received hurtful messages less frequently were more satisfied, as were young adults who perceived their mothers as more affirming. Relational satisfaction was a positive predictor of communication initiation, and degree of hurtfulness was positively related to communication initiation for females only. Communication satisfaction was a negative predictor of communication avoidance, and attentive communicator style was a positive predictor of communication avoidance. The study's findings indicate support for contentions that mothers should be conscious not only of what they say but how they say it. Moreover, researchers should continue to explore Interaction Adaptation Theory in existing relationships and with regard to negative relational events.
Attachment, Identity Gaps, and Communication and Relational Outcomes in Marital Couples' Public Performances
Journal of Family Communication
Marital couples’ public performances require the joint communication of two individuals to present a unique entity—the relationship, while remaining true to each partner’s identity. As such, couples are at a greater risk of experiencing identity gaps and their adverse effects. In this study, 153 married couples completed measures about their attachment, personal-enacted and couple-enacted identity gaps, their degrees of communication satisfaction, feelings of being understood, relational satisfaction, and commitment. Results revealed several actor and partner effects for husbands and wives’ attachment with identity gap experiences. Partner effects were also found for identity gaps with communication satisfaction, relationship satisfaction, and commitment supporting the communicative nature of identity gaps. Ultimately, identity gaps appear to affect husbands and wives’ sense of “we-ness” surrounding public performances.
Communication Privacy Management Theory: Coordination and Ownership between Friends
Communication Quarterly
Researchers in this study explored friends’ boundary coordination and ownership surrounding private information as posed by Communication Privacy Management theory. One hundred pairs of friends (N = 200) completed measures about the risk of a prior disclosure and the degree of discussion about who could/could not know the information. In support of Communication Privacy Management theory, disclosers engaged in greater boundary coordination when the information was riskier. When the information was riskier, disclosers and receivers perceived that the receivers had less ownership rights over the information. Disclosers reported negative emotional reactions to hypothetical dissemination of higher-risk information when they perceived their friends as having less ownership, but positive emotional reactions of lower-risk information when they perceived their friends as having more ownership. Receivers were more likely to disseminate the information when they perceived they had ownership over the information.
Recognizing Contributions: Face-Support and Face-Threat Influences Students' Emotional and Communicative Responses
Communication Research Reports
This study examined students’ anticipated responses to inequitable group situations where they imagined they were the primary contributors to the group's success. Participants (N = 315), assigned to 1 of 3 conditions (e.g., no verbal recognition, personal verbal recognition via saying “thank you” away from the teacher's presence, and verbal recognition in front of the teacher) completed emotional and anticipated communication responses scales. Those who did not receive verbal recognition reported greater negative emotional responses than those who imagined verbal recognition in front of the teacher. Those who received verbal recognition in front of the teacher anticipated reduced antisocial responses.
