This study sought to conceptualize forgiveness-granting communication as a facework phenomenon through utilizing the concepts of face concerns, degree of face loss, and facework strategies. Participants from public speaking courses (N = 248) completed a self-report survey questionnaire asking them to recall a recent forgiveness episode. Statistical analyses were conducted to discover the relationship between face and forgiveness-granting communication. The results of this study indicated the following important findings: (a) the greater one’s self-face concern, the less likely one’s forgiveness-granting communication is to be direct; (b) self-face concern positively predicted conditional forgiveness-granting communication; (c) degree of face loss was a positive predictor of non-expressive forgiveness-granting communication; and (d) facework strategies were the best predictors of forgiveness-granting communication. This study revealed face as a useful theoretical paradigm for understanding forgiveness-granting communication. Although the sample was fairly homogenous and three scales had undesirable reliabilities, this study has provided greater understanding of both the role of face within the forgiveness process and how communicators choose certain strategies to grant forgiveness. Based on this study, future directions were also discussed.

Cyberbullying, defined as any behavior performed through electronic or digital media by individuals or groups that repeatedly communicates hostile or aggressive messages intended to inflict harm or discomfort on others, is a widespread problem. Bystanders play an integral role in the initiation, maintenance, and prolonged presence of such aggressive behaviors, but have thus far been overlooked in cyberbullying literature. Cyberbullying bystanders are defined in this study as those who witness cyberbullying, either within or outside their personal social network(s) and whose available responses range from inaction to intervention. Operating from a social-ecological perspective and guided by multiple goals theories, this study used focus group methodology and found that cyberbullying bystanders have an impact on perpetration and victimization by way of multiple, distinct goals, which impact their choice of behavioral response. Bystanders’ goals and behaviors served to inform the creation of a cyberbullying bystander typology inclusive of five types: the oblivious/distant bystander, the entertained bystander, the conspiring bystander, the unintentional instigating bystander, and the active/empowered bystander. By allowing a thorough, nuanced understanding of bystanders’ role in cyberbullying, the study has significant implications for communication theory and practical application in the development of prevention and intervention efforts.

This research examined how college students feel about their professors requesting them to be a Facebook friend. Recognizing the ways in which professors and students communicating through social networking could produce additional educational opportunities for collaboration and instruction, while also causing tension or awkwardness as the process develops. Semistructured interviews were utilized by the researcher to obtain information from the selected participants, and the data were analyzed by comparative methods. Through this study, it was revealed that students are split on the appropriateness of professors as Facebook friends. They prefer little to no self-disclosure from their professors. They do not see Facebook friendships with professors as an invasion of their privacy. Although most students believe Facebook can be an effective educational tool, there are mixed feelings whether using Facebook as an educational tool strips the site of its originally intended social purpose, most students will accept their professor’s Facebook request but only because they feel that they have to. This study extends the limited initial research on Facebook usage in education, namely with students.

INTRODUCTION: Motivational Interviewing (MI) is an evidenced based counseling style to elicit health behavior change. Team-based student clinics are an ideal climate for students to learn and practice team-based care, yet little is understood as to how client-centered communication styles such as MI are implemented in a team setting. PURPOSE: The purpose of this dissertation was to conduct an exploratory study using mixed methods to better understand how an MI training translates to team-based communication with clients, the factors impacting team-based implementation of MI, and how team-based MI impacts clients’ perceived autonomy at a student-led, interprofessional, team-based wellness clinic for low-income seniors. METHODS: Fifty-five clinic sessions were audio recorded and participants completed the Health Care Climate Questionnaire to measure perceived autonomy support, 16 clinic participants were interviewed, and 15 health care students participated in four focus groups. The recordings were coded with the Motivational Interviewing Treatment Integrity code (MITI 4.2.1). Independent t-tests, and multiple regression models were used to assess differences in MITI scores, association between MITI scores and team/patient characteristics, and associations between MITI scores and perceived autonomy support. Interviews and focus groups were qualitatively analyzed to identify themes. RESULTS: A short training in MI was not associated with MI proficiency as measured by the MITI, and student teams were found to overstate their use of MI on team-report measures. Less education, older age, and a larger team size were associated with lower MITI scores. High levels of perceived autonomy support were found across all clients, but MITI scores were not associated with perceived autonomy support. Clinic participant interviews identified benefits to engaging with the student teams including opportunities to socialize, as well as support in managing their health. The students found the MI training to be beneficial but noted that team dynamics ultimately effected MI use. CONCLUSION: It is possible to implement MI in team-based settings, but sufficient training and ongoing coaching is needed to ensure translation to practice. As health care programs continue to promote team-based care, further research is needed to fully understand how teams can effectively communicate with clients, and how they can provide the autonomy supportive environment needed to elicit internal motivation to engage clients in their own health management.

An integrative review was used to examine the effects of being a tutor versus not being a tutor. The matrix method was used to guide the research process, to identify articles that met the inclusion criteria, and to reduce data into common topics of peer tutoring. The results of the integrative review yielded 20 articles and suggested that students in the position to assist others are more confident in communicating in groups and have higher knowledge in the subject they help with than their fellow peers. The literature showed that students in the position to assist others have defined personal and professional standards and leadership skills. However, there is little research on the benefits of being a tutor when compared with the benefits tutees obtain from coming to tutoring sessions. More research is needed to examine the effects of being a tutor. More specifically, there are no studies where the skills of nursing student tutors are compared with nursing student non-tutors. In this study, the researcher created a survey to evaluate nursing student tutors and non-tutors, their communication and leadership skills, as well as their personal and professional growth. Focus groups were created to provide tutors a means of discussing the personal and professional impact that tutoring has had on them. The study results indicated that tutors have decreased nervousness in public speaking, have higher confidence in their communication skills, share their life experiences to help others more often, and readily reach out to instructors and other tutors for assistance.

This thesis examined the instructor-student relationship through an interpersonal communication perspective. The current thesis took a two-step process to first derive participant-generated responses concerning undergraduate student maintenance behaviors and second to construct and validate a scale concerning those behaviors. Of additional interest was to explore reasons as to why students aim to maintain these relationships. A 16-item measure titled the Student Relational Maintenance Scale was created and consists of making connections, advice seeking, etiquette, and attendance behaviors. Additionally, results revealed that both professional and personal reasons motivated students to build these relationships. Making connections, advice seeking, etiquette, and attendance behaviors were positively related to students having professional goals; advice seeking, etiquette, and attendance were positively related to students having personal goals. The results of this thesis provided further insight into how and why undergraduate college students build positive interpersonal connections with their instructors.

Pets are a common aspect of life for many Americans. In 2012, 36.5% of American household owned dogs and 30.4% owned cats (American Veterinary Medical Foundation, 2012). The purpose on this study was to explore the influence of dog ownership on romantic relationships. Specifically, this thesis investigates how dog ownership acts as a catalyst of relational maintenance and conflict behavior in interactions about the couple's dog. No prior research has been conducted on the role dogs' play in enacting relational maintenance or conflict in romantic relationships, so it is unclear if there is an influence to the these behaviors. This study asks how dog ownership might act as a centripetal force pulling the relationship together (e.g. relational maintenance) and/or as a centrifugal force pushing the partners apart (e.g. conflict). A total of 379 participants were recruited through social media to complete a short online survey. The survey asked questions on the romantic relationship, dog ownership, conflict regarding the dog, relational maintenance activities regarding the dog, and demographics. The majority of participants reported engaging in 8 of the 24 relational maintenance activities "often" or "always" and 3 of the 30 conflict topics occurred at least one or more times. Satisfaction with the romantic relationship associated positively with partial weak and negligible correlations to the relational maintenance activities and one negligible association with a conflict topic. A thematic analysis provides details on the short answers participants provided. The results shows that dogs do provide couples opportunities for relational maintenance but also are the source of conflict. This research is the start to understanding the role of dog ownership within romantic relationship. While each couple and dog may produce different influences on the relationship, this study is the start for the investigation and provides guidance for future research.

This study explored the influence of trait anxiety on information processing in persuasive situations, and investigated cognitive load as a mediator of this relationship. The research presented was based off DeBono and McDermott's (1994) framework for exploring trait anxiety and persuasion. The theoretical lens used to explore information processing, the elaboration likelihood model (Petty & Cacioppo, 1986) posits that motivation and ability are necessary components to elaborate on a message. However, very little research has addressed ability variables like trait anxiety. I predicted that students high in trait anxiety would be persuaded by the attractiveness of the source (peripherally) whereas students low in trait anxiety would be persuaded by the strength of the arguments presented (centrally). Undergraduate students were asked to view a picture of a policy presenter and listen to a recording of the student's proposed policy statement. After listening to the recording participants wrote down their thoughts during the presentation and were tested on their ability to recall the arguments presented. They then completed a few scale items assessing their attitudes toward the policy as well as questions to maintain the cover story. Findings showed no difference in processing between low and high trait anxious individuals. However, there was a significant effect of anxiety on attitudes. Additionally, cognitive load was not found to be a mediator of the relationship between anxiety and attitudes.

This research examines impression management strategies high-ranking organizational executives employ to create an identity for themselves and their companies via executive authored Weblogs (blogs). This study attempts to identify specific patterns of impression management strategies through a deductive content analysis applying Jones’ (1990) taxonomy of self-presentation strategies to this particular type of computer mediated communication. Sampling for this study (n=227) was limited to blogs solely and regularly authored by the highest-ranking leaders of Fortune 500 companies. The study revealed that executive bloggers frequently employed impression management strategies aimed at currying competency attributes (self-promotion), likeability (ingratiation), and moral worthiness (exemplification) to construct and shape a positive identify for themselves and their organization for their publics. Supplication strategies were used less frequently, while intimidation strategies were rarely used.

Millennials are the newest generation to enter the workforce. When Millennials enter organizations, managers construct perceptions about Millennials’ communication behaviors, including their characteristics and adherence to organizational rules. These perceptions help managers decide Millennials’ organizational fit. A review of literature revealed a scarcity of empirical research in this area with little empirical research from communication scholars who apply communication frameworks, theories, and concepts. This research used the lens of social constructionism to understand the membership categorization devices and category-bound activities managers use to characterize Millennials. In order to better understand how Millennials conform to and change organizational culture, data were reviewed for those normative and code rules managers described Millennials violating. In this qualitative, exploratory study, 25 managers who were 31 years of age or older that worked in the hospitality industry and managed Millennial (18 to 30 years old) employees were interviewed through a snowball convenience sample. Interviews were transcribed and patterns were identified. Data analysis indicated that “kids,” “age group,” and “Millennials” and variations of the Millennial term were used to categorize Millennials. Analysis of category-bound activities showed patterns in Millennials’ desire for learning and training, mixed preference for teamwork often affected by their liking for peers, and needs for frequent, clear, personalized feedback. With respect to rule violations, data showed that some organizations were adapting their cell phone policies in response to Millennial rules resistance. However, organizations were not willing to accommodate Millennials’ rule violations in either the area of time-off requests or uncivil behavior due to organizational codes. iv Keywords: Millennials, social constructionism, membership-categorization devices, categorybound activities, communication rules, organizational assimilation