{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Communication Satisfaction Scale

Communication Satisfaction Scale - Communication Education...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
The Development and Validation of the Student Communication Satisfaction Scale Alan K. Goodboy, Matthew M. Martin & San Bolkan 1 Four studies (N ± 639) were conducted to develop and validate a global measure of student communication satisfaction with an instructor. In study one, participants were 155 students who reported on an instructor from their smallest class during the semester. Participants completed the Student Communication Satisfaction Scale (SCSS), the Interpersonal Communication Satisfaction Inventory, and the Conversational Appro- priateness Scale. Results indicated that the SCSS is unidimensional, has initial concurrent validity, and is internally reliable. In study two, participants were 161 students who completed the SCSS, Attributional Confidence Scale, Revised Affective Learning Measure, and Student Motives for Communicating Scale in an attempt to establish additional concurrent validity. The SCSS was correlated positively with attributional confidence for the instructor, affect for the course and instructor, and the relational, functional, participatory, and sycophancy motives, while excuse-making was correlated negatively with communication satisfaction. Additionally, results of a confirmatory factor analysis yielded a single-factor solution. In study three, a confirmatory factor analysis of the scale using another sample ( N ± 165) yielded a single-factor solution. In study four ( N ± 158), discriminant validity was established as the SCSS loaded on a separate factor than the ICSI and was correlated positively with a host of instructional outcomes, student communication behavior, and perceived instructor communication. Keywords: Communication Satisfaction; Instructor Communication; Student Communication; Affective Learning; Motivation 1 Alan K. Goodboy (Ph.D., West Virginia University, 2007) is an Assistant Professor in the Department of Communication Studies at Bloomsburg University. Matthew M. Martin (Ph.D., Kent State University, 1995) is a Professor and Chair in the Department of Communication Studies at West Virginia University. San Bolkan is an Assistant Professor at Bloomsburg University. Alan Goodboy can be contacted at [email protected] The authors would like to thank the editor, Melanie Booth-Butterfield, and two anonymous reviewers for their helpful suggestions. ISSN 0363-4523 (print)/ISSN 1479-5795 (online) # 2009 National Communication Association DOI: 10.1080/03634520902755441 Communication Education Vol. 58, No. 3, July 2009, pp. 372 ² 396
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
A fundamental characteristic of student ² teacher relationships is that student affect fosters relational development in the classroom (Frymier & Houser, 2000). The positive development of these relationships is frequently a function of direct communication between the teacher and student. A plethora of teacher commu- nication behaviors such as teacher immediacy (Andersen, 1979; Christophel, 1990; Gorham, 1988; Plax, Kearney, McCroskey, & Richmond, 1986; Richmond, Gorham, & McCroskey, 1987), teacher confirmation (Ellis, 2000, 2004; Goodboy & Myers, 2008; Schrodt, Turman, & Soliz, 2006), and teacher affinity-seeking (Richmond, 1990; Roach & Byrne, 2001) are behaviors teachers employ to create student affect.
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}