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sequently, a canonical correlation was conducted to testif four interval level listening preferences are systematicallyrelated to communicator style, communicationapprehension, and receiver apprehension. The resultswere highly significant and identified three patterns ofassociation between the set of listening preferencesand the set of communicator style and apprehensionvariables. One: High people-orientation in listening issystematically associated with lower receiver apprehensionand dyadic communication apprehension andwith a more relationally oriented communication stylethat attends to and affirms the other person. Two: Thecombination of high content- and action-orientations isassociated with a precise and attentive style of arguingthe issues that leaves a strong impression on other people.Three: The configuration of high time- and actionorientationsalong with a lack of content-orientation isassociated with higher receiver apprehension but lowerdyadic communication apprehension, and also with adramatic, animated and forceful style that asserts one’sgoals/concerns and tends to dominate the other person.Cole, J. & McCroskey, J. (2003). The association of perceivedcommunication apprehension, shyness, andverbal aggression with perceptions of source credibilityand affect in organizational and interpersonalcontexts. Communication Quarterly, 51(1), 101-110.This is a report of two studies that examined the associationof receivers’ perceptions of sources’ levels ofseveral communication traits (shyness, communicationapprehension, verbal aggressiveness) with the receivers’reported levels of affect for the source (generalaffect and/or liking) and the receivers’ perceptions ofthe sources’ credibility (competence, trustworthiness,goodwill). Study 1 examined employees’ perceptionsof their supervisor’s communication trait behaviors inthe organizational context, while Study 2 examined thestudents’ perceptions of their roommate’s communicationtrait behaviors in an interpersonal context. As predictedon the basis of previous theory and research, bothperceived communication apprehension and perceivedverbal aggressiveness of the source were found to besubstantially negatively correlated with credibility andaffect and/ or liking reported by the receiver. Contraryto our hypothesis, perceived behavioral shyness was notmeaningfully associated with either credibility or affect.It is concluded that these results provide importantinformation for distinguishing between the theoreticalconstructs of shyness and communication apprehensionand theory in this area in general.Rancer, A., & Yang, L. (2003). Ethnocentrism, interculturalcommunication apprehension, interculturalwillingness-to-communicate, and intentions to participatein an intercultural dialogue program: Testinga proposed model. Communication Research Reports,20(2), 189-190.The article focuses on a model on ethnocentrism andintercultural communication apprehension, interculturalwillingness-to-communicate (IWTC) and intentionsto participate in an intercultural dialogue program.Results of the study suggest that the proposed modelrefinement. The data suggest a modified model refinementwhich argues that ethnocentrism and interculturalcommunication apprehension are related. It also arguesthat ethnocentrism and intercultural communicationapprehension are both related to IWTC. Ethnocentrismand IWTC are related to intentions to participate in culturalexchange program. Thus IWTC is influenced byboth ethnocentrism and intercultural communicationapprehension. Both ethnocentrism and IWTC have adirect influence on individuals’ intentions to participatein intercultural dialogue program. The implication ofthis finding is that if one wants to get an estimate ofan individual’s intentions to participate in such programor other intercultural encounter, it would be prudent tomeasure ethnocentrism and IWTC.Bartoo, H. & Sias, P. (2004). When enough is toomuch: Communication apprehension and employeeinformation experiences. Communication Quarterly,52(1), 15-26.This study examines the relationships between supervisorcommunication apprehension, employee communicationapprehension, and employees’ reports ofinformation received from their supervisor. Results indicatedthat supervisor communication apprehensionwas negatively related to employees’ reports of informationreceived. Employee communication apprehensionand employees’ reports of information receivedfrom supervisors were not significantly related. Supervisorcommunication apprehension was negativelyrelated to the information load reported by employees.Finally, a positive relationship was identified betweenemployee communication apprehension and the informationload reported by employees.Hsu, C. (2004). Sources of differences in communicationapprehension between Chinese in Taiwan andAmericans. Communication Quarterly, 52(4), 370-389.Assessing Motivation to Communicate 17
This study investigated whether cross-cultural differencesin communication apprehension (CA) can be explainedwith regard to cultural orientations, personalitytraits and component theory. To this end, a total of 618undergraduates, studying in Taiwan (n = 298) and theUnited States (n = 320), participated in this study. Participantsfilled out the Personal Report of CommunicationApprehension along with Self-Construal Scale, the RevisedNEO Personality Inventory, Fear of Negative Evaluation,and Self-Perceived Communication Competencescale. The results indicated that Chinese in Taiwan scoredsignificantly higher in communication apprehension thanAmericans. The influence of culture on CA was mediatedby independence self-construal, neuroticism, extroversion,fear of negative evaluation, and communicationcompetence. The strongest mediating effect was foundfor self-perception of communication competence. Theimplications of these findings were further discussed.Hye, Y. J. & McCroskey, J. (2004). Communicationapprehension in a first language and self-perceivedcompetence as predictors of communication apprehensionin a second language: A study of speakers ofEnglish as a second language. Communication Quarterly,52(2), 170-181.This study addresses the communication apprehensionof the non-native English speaker in the U.S. Previousstudies which have examined the implications ofcommunication apprehension (CA) for bilingual, nonnativecommunicators have generated results whichindicate that trait-like CA is consistent across first andsecond language-speaking situations. However, noneof these studies have probed the cause of the cross-linguisticconsistency of CA. This research is designedto provide a scientific explanation for the etiology ofCA by applying the communibiological paradigm toCA theory and research. By selecting the situationalconstraints of international students, this study tests atheory based on proposition 4 of the communibiologicalparadigm (Beatty & McCroskey w/Valencia, 2001,p. 128): “Environment or situation’ has only a negligibleeffect on interpersonal behavior.’ The results ofthis study replicate the strong relationship previouslyobserved between CA in a first language and CA in asecond language. It also found that the genetic markersemployed (Eysenck’s Big 3 temperament variables)predicted first and second language CA approximatelyequally. The results indicate that, although both first andsecond languages are learned, the CA associated withthem most likely is not.McCroskey, J., Richmond, V., Johnson, A., & Smith, H.(2004). Organizational orientations theory and measurement:Development of measures and preliminaryinvestigations. Communication Quarterly, 52(1), 1-14.Four studies are reported which focus on organizationalorientations theory and relevant measuring instruments.An initial study designed to develop measuresof the three components believed to constituteorganizational orientation (upward mobile, indifferent,and ambivalent) is reported. Since it was believed thatvalid measures of organizational orientations should beassociated with the way workers communicate, a secondstudy designed to determine the association of organizationalorientations with communication apprehension,immediacy, assertiveness, responsiveness, andjob satisfaction was conducted as a preliminary validitytest. Results of the first two studies pointed to boththe reliability and the validity of the new measures. Athird study was conducted which included new itemsdesigned to increase the reliability of the scales. Theresults generated revised measures with higher reliability.The fourth study was designed to expand the validationof the instruments by testing their associationswith temperament, job satisfaction, and subordinates’perceptions of the credibility of their supervisors. Resultssuggest that the organizational orientations areassociated with the “BIG THREE” temperament variables(extraversion, neuroticism, psychoticism) and arepredictive of both job satisfaction and perceptions ofsupervisor credibility. Suggestions for future researchand the limitations of the research program at this pointare discussed.Lippert, L., Titsworth, B., & Hunt, S. (2005). The ecologyof academic risk: Relationships between communicationapprehension, verbal aggression, supportivecommunication, and students’ academic risk status.Communication Studies, 56 (1), 1-21.Contemporary research exploring at-risk studentpopulations has generally used the epidemiologicalmodel, the constructivist model, or the ecologicalmodel to explain processes involved in academic risk.This study applies communication constructs to theecological model of academic risk, which proposes thatacademic risk is a function of individual, social, andcultural communication phenomena. A survey of 232students found that (a) at-risk students communicatedmore with friends about school than did regular-admissionstudents, (b) levels of communication apprehen-18 Assessing Motivation to Communicate
Page 1 and 2: Assessing Motivation toCommunicate
Page 3 and 4: All NCA Publication Program materia
Page 6: Table of ContentsI. BACKGROUND . .
Page 9 and 10: Sources:Beatty, M.J., McCroskey, J.
Page 11 and 12: Personal Report of Communication Ap
Page 13 and 14: Willingness to Communicate (WTC)Dir
Page 15 and 16: IV. LOGISTICS AND ADMINISTRATION OF
Page 17: large-lecture/break-out sections) v
Page 21 and 22: The nature and assumptions underlyi
Page 23 and 24: guage (L2) through 2 separate inves
Page 25 and 26: THE NATIONAL COMMUNICATION ASSOCIAT
Page 27 and 28: the criteria governing oral communi
Page 29 and 30: About the Author of the Instruments

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