Literaturnachweis - Detailanzeige
| Autor/inn/en | Bonaguro, Ellen W.; Pearson, Judy C. |
|---|---|
| Titel | The Relationship between Communicator Style, Argumentativeness, and Gender. |
| Quelle | (1986), (41 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Androgyny; Communication Research; Females; Interpersonal Communication; Self Concept; Self Esteem; Sex Differences; Sexual Identity; Speech Communication |
| Abstract | A study determined the relationship between communicator style and argumentativeness and clarified the relationship between psychological gender and communicator style. Three hundred and fourteen college students enrolled in introductory health and communication courses responded to the Communicator Style Measure, the Argumentativeness Scale, and the Personal Attributes Scale. Results indicated that argumentative individuals could be predicted on the basis of their contentious, relaxed, animated, and open communicator style. Concerning gender, results indicated that men perceive themselves as contentious and women see themselves as more animated, but not more friendly or attentive. Psychological gender comparisons showed feminine people are more animated, attentive and friendly, but less relaxed and have a lower communicator image than androgynous individuals. Masculine individuals are more relaxed than androgynous people, but less animated and friendly, and have a lower communicator image. Androgynous individuals possess both masculine instrumental traits and feminine expressive traits; they are more behaviorally flexible and should be consistently better communicators. The undifferentiated person who has a deficit of both masculine and feminine characteristics perceives himself or herself as a poorer overall communicator and is likely to have greater problems in interacting with others than do androgynous, feminine, or masculine people. A seven-page bibliography and tables of data are appended. (SRT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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