abstract: This research investigated preservice teacher collaboration in the context of an undergraduate teacher preparation program. Small groups of preservice students were examined over five collaborative work sessions as they collaboratively designed and delivered instructional projects for their fellow classmates. This study contributes to understanding factors that influence the quality of preservice collaboration to help teacher educators better prepare preservice students for current collaborations with their peers and future collaboration in professional settings. A parallel mixed methods design, with an embedded two case study, was employed to analyze and interpret two research strands, quantitative, and qualitative. Quantitative results served as complementary to corroborate the qualitative findings. The quantitative results and qualitative findings indicate that past collaborative experiences and beliefs about future professional collaboration impacted students’ current collaborative efforts. Students with a flexible orientation toward collaboration and/or expanded beliefs about professional collaboration were more likely to heedfully interrelate than students with fixed orientations or simple beliefs about collaboration. Preservice students’ perceptions of the quality of their own heedful interrelating remained stable across the phases of the collaborative task. However, analysis of the HICES noted significant differences in groups’ perception of the quality of their collaborative interactions. Finally, analysis of the two-case study indicated that high quality heedful interrelating among group members created the more effective collaborative instructional project. A model of how preservice beliefs and orientations may influence their heedful interrelating during collaboration, and impact their efforts in designing and creating effective collaborative instruction was presented. The dissertation research contributed to a more thorough understanding of factors that influence preservice collaboration as they prepare for professional collaboration, when the outcomes of collaboration are critical not only for themselves, but also for their own students. Implications for educational practice and further research point towards the continued need to better understand the processes of preservice collaboration, and factors that impact their interaction as they learn to collaborate for improving instruction, and how teacher preparation programs can support and best address their needs as they prepare for their critical careers. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2016

Before any words are spoken, an individual's appearance is his or her first line of nonverbal communication with the rest of the world. Prior research conducted on physical attractiveness has been vague and contradictory and has not assessed its many components. Rather, past investigators have perceived physical attractiveness as a "unidimensional" concept. Several phases were involved in the task of proving or disproving the hypotheses of the study. The first general phase began with the selection of photographic subjects, progressed into the creation of a set of photographs which were to become the stimuli, and proceeded to the selection of the photo judges, whose evaluations would determine the final select group of 18 photographs and their physical attractiveness intensity levels.

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国立情報学研究所で電子化したコンテンツを使用している。

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Research has shown that prior expectations of on individual's performance can have a significant effect on others behavior and attitudes toward that individual. This phenomenon was tested on the emergent leadership process with zero history groups. Male students in various social fraternities at a regional university were given a leadership test designed to measure their leadership abilities. The leadership tests were never scored, but the subjects were told that they were, and, one of the group members was reported as scoring exceptionally nigh. The group was then given one of two tasks to perform, and the emergent leadership process was observed. Both perceived leadership and the rate of interaction during the group task were ranked by four observers. At the end of the group exercise, the group members ranked themselves on their leadership behavior during the exercise. The predicted leader was given significantly higher leadership rankings in all three data categories than any other group member. In a comparison of intragroup data, for each of the ten groups, it was shown that the leadership emergence was not thrown to the predicted leader; instead, he behaved in a manner that was perceived as leader-like. Although there was a difference in the predicted leaders' rankings between the two different task groups, both tasks showed significance. The predicted individuals were observed as being one or the top interacters of their group, however, there was not a significant difference. While the results did not indicate whether the significance in the predicted leader's rankings was due to a true Pygmalion effect, or an implied appointed leader, they do show that the effect of a leadership prediction on the group process is significant.

The purpose of this study was to explore the effects of communication apprehension and sex on task efficiency, satisfaction, liking, and trust following a dyadic problem-solving situation. The experimental design was a h x 3 analysis of variance determined by the level of communication apprehension (high-low) and by the sex of the dyads (male-male, male-female, female-female). The results indicated that the high communication apprehensive dyads had significantly less task efficiency, less satisfaction, less liking, and less trust than the low apprehensive dyads. Further, male-male dyads had significantly more satisfaction and significantly less trust than the female-female dyads.

The purpose of this paper is to describe both the conceptual and methodological changes in the basic course and to test a unique communication training program which is congruent with the rhetoric of schooling and relevant to the needs of students. Consistent with this purpose, chapter one involves a discussion of the purpose of education and a suggestion that, in light of recent findings in educational psychology, higher education may be moving away from traditional practices. Chapter two affirms the importance of communication studies to human affairs; the transition in the basic speech course is documented and paralleled to the current movement in higher education; and finally, evidence is submitted to support the proposition that empathy is appropriate subject matter of education for self-actualization. In chapter three, hypotheses regarding student-centered, Interpersonal communication training are advanced, and the procedures used to test these hypotheses in an experimental basic speech course are outlined. Chapter four reports the results of the present research and provides a discussion and conclusions based upon those results.

A contextual analysis investigation of related communication acts is concerned with the multidimensional nature of human interdependence. The communication strategy is a category of relational communication acts that can be viewed as one of the ways in which interactants promote or maintain a working consensus and enhance interpersonal discovery. Strategy use is motivated by the nature of the relationship rather than by the speaker's conscious attempts to direct outcomes.