The Revised Self-Monitoring Scale and Social Skills.

Autor/inn/en	Montgomery, Robert L.; und weitere
Titel	The Revised Self-Monitoring Scale and Social Skills.
Quelle	(1987), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Higher Education; Interpersonal Competence; Interpersonal Relationship; Personality Traits; Social Behavior; Social Support Groups; Test Validity + Suchen Sie Ihr Suchwort? Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Social behaviour; Soziales Verhalten; Social support; Soziale Unterstützung; Testvalidität
Abstract	High scorers on the Self-Monitoring Scale (S-M) typically monitor and control the self-images they project when engaged in social interactions. They are believed to be confident, sociable, and competent in social interactions. The original S-M scale was administered to 101 undergraduate students who also took the revised Self-Monitoring Scales (R/SM), the California Psychological Inventory (CPI), the Social Avoidance and Distress (SAD) scale and the Psychosocial Support Inventory (PSI). The results were consistent with the view that high scorers on the S-M were confident, sociable, and competent in social interactions. Results from the Other Directed subscale derived from the S-M, however, were not consistent with that view. Overall, the results suggest that the R/SM is an improvement over the original S-M scale. Although the results, in general, were consistent with self-monitoring predictions, many criticisms of the S-M scale voiced by Briggs and Cheek (1986) appear to be valid. In addition, the results for the CPI Self-Control scale were not consistent with Snyder's (1987) report that low self-monitors are better suited than high self-monitors to a single, close, and intimate relationship. (Author/NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC