Values and communication apprehension as antecedents of conflict styles in intercultural conflicts: A study in Germany and Russia.

2020 ◽  
Vol 26 (1) ◽  
pp. 22-34
Author(s):  
Anastasia Batkhina
Keyword(s):  
Communication Apprehension ◽  
Conflict Styles ◽  
Intercultural Conflicts

scholarly journals Intercultural conflict styles: literature review

2017 ◽  
Vol 8 (3) ◽  
pp. 45-62 ◽  
Author(s):  
A.A. Batkhina
Keyword(s):  
Communication Apprehension ◽  
Psychological Research ◽  
Conflict Styles ◽  
Intercultural Conflict ◽  
Negotiation Model ◽  
Intercultural Interaction ◽  
Face Negotiation ◽  
The Face ◽  
Analytical Review ◽  
Different Cultures

Analytical review of foreign psychological research on the international conflict styles is presented in this article. Intercultural conflict is understood as an interpersonal conflict between representatives of different cultures. The main models describing the intercultural conflict styles are analyzed: the dual concern model, the intercultural conflict styles inventory model, the face negotiation model. The publication provides a brief review of modern studies’ results of behavior predictors in the intercultural conflict; special attention is paid to the analysis of the influence of culture and intercultural communication apprehension on the choice of conflict styles. The importance of assessing the conflict styles effectiveness used in the situation of intercultural interaction is noted. In conclusion, unresolved problems and actual trends in the study of behavior in the intercultural conflict are designated.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Predictors of Latinas' Relational Conflict Styles

2012 ◽  
Author(s):  
Richard C. Zamora ◽  
Jonathan P. Schwartz ◽  
Tammy Lowery Zacchilli ◽  
Raul Dela Cruz ◽  
Justin Gentile
Keyword(s):  
Conflict Styles ◽  
Relational Conflict

Kecemasan Komunikasi Mahasiswa saat Bimbingan Skripsi

2020 ◽  
Vol 26 (1) ◽  
pp. 98-105
Author(s):  
Tegar Aprilio Armanda
Keyword(s):  
Skill Acquisition ◽  
State Anxiety ◽  
Qualitative Method ◽  
Communication Apprehension ◽  
Research Data ◽  
Communication Studies ◽  
University Supervisor ◽  
Cause And Effect ◽  
Communication Anxiety ◽  
Descriptive Qualitative

Tegar Aprilio Armanda, NPM: 1532010014. “Student Communication Anxiety During Thesis Guidance (Analysis of Communication Anxiety To Alumni of Students of the Communication Studies Program Merdeka Madiun University Class of 2015). Communication Studies Program, Merdeka Madiun University, Supervisor : Maria Madgalena W., S.Sos, M.Si, Supervisor 2: Zulin Nurchayati, S.Psi, M.Si. Year 2020. The purpose of this study was to determine the cause and effect of communication anxiety between students of the Merdeka Madiun University Class of 2015 with the supervisor when conducting thesis guidance, forms of communication anxiety itself that have been experienced by students of Communication Studies Merdeka Madiun University Class of 2015, anticipatory steps taken by the Communication Sciences Merdeka Madiun University Class of 2015 students, how important is the handling of communication anxiety, data related to communication anxiety among final year students. This research uses descriptive qualitative method. Research data obtained through observation techniques, literature studies, interviews, and documentation. The informants came from the 2015 Communication Merdeka Madiun University alumni students. The results of this study are modeling and skill acquisition factors causing the emergence of communication anxiety, the type of communication anxiety perceived by informants is generalized context communication apprehension and situational communication apprehension, the form of communication anxiety perceived by informants is state anxiety, the most anticipatory step recommended by informants is to better understand the thesis material before the guidance and remain calm during the guidance.Keyword: Anxiety, Communication anxiety, Students of the Communication Studies Program Merdeka Madiun University Class of 2015,Thesis Guidance. 

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

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