The primary goal of this study was to establish a model of privacy control, stemming from Communication Privacy Management (CPM) theory, between the parent and the emerging adult child (N = 851) to predict the likelihood to reveal private information. Using Structural Equation Modeling (SEM), the study confirmed that the CPM criteria variables (culture, gender, context, motivation, and risk–benefit ratio) exert an influence on revealing private information. Three psychosocial outcome variables were also examined: rumination, stress, and well-being. Specifically, emerging adults reporting a communicatively open family relational culture, low levels of relational quality, and low levels of relational risk were more likely to reveal private information to their parents, while personal characteristics, perceived reciprocity, characteristics of the confidant, and stigma risks did not significantly affect the likelihood to reveal private information. The implications of the study suggest that predictors of privacy management center on the communication and relational factors between emerging adult children and their parents.
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Doing Academic Research is a concise, accessible, and tightly organized overview of the research process in the humanities, social sciences, and business. Conducting effective scholarly research can seem like a frustrating, confusing, and unpleasant experience. Early researchers often have inconsistent knowledge and experience, and can become overwhelmed – reducing their ability to produce high quality work.
Rather than a book about research, this is a practical guide to doing research. It guides budding researchers along the process of developing an effective workflow, where to go for help, and how to actually complete the project. The book addresses diversity in abilities, interest, discipline, and ways of knowing by focusing not just on the process of conducting any one method in detail, but also on the ways in which someone might choose a research method and conduct it successfully. Finally, it emphasizes accessibility and approachability through real-world examples, key insights, tips, and tricks from active researchers.
This book is a highly useful addition to both content area courses and research methods courses, as well as a practical guide for graduate students and independent scholars interested in publishing their research.
Abstract The primary goal of this study was to examine attachment style effects on self-disclosure, trust, satisfaction, and uncertainty levels of individuals in long-distance romantic relationships (LDRRs) who utilise technologically mediated communication channels as a primary means of daily interaction with their romantic partners. Participants ( N = 211) from 27 countries who maintained committed romantic relationships ( M = 3 years) with geographical separation ( M = 1042 miles, Mdn = 160 miles) were surveyed. Using structural equation modelling (SEM), 7 of the 8 hypotheses were supported, showing that attachment style and self-disclosure predict relational uncertainty, trust, and relational satisfaction. In examining the distinctions between attachment styles (i.e., secure, preoccupied, fearful-avoidant, and dismissive) three models were developed and confirmed with good fit. The implications of the study suggest how both attachment style and self-disclosure influence the overall success of LDRRs.
Background: Effective patient–provider communication enables shared decision-making and leads to improved patient satisfaction, treatment adherence and health outcomes. The ideal time for developing effective patient–provider communication skills is during a student's clinical training, yet few medical schools have a formal communication curriculum during the clinical year.Methods: We developed a communication curriculum for third-year medical students during clinical training, involving videotaped mock patient interactions and direct instruction by a communication professor. The final mock interviews of the intervention group (n = 10) and the control group (n = 9) were assessed by three blinded communication professors using a communication assessment tool.Results: Students who received the communication intervention scored higher than controls overall and in each of four subcategories (identification convergence, information seeking, information giving, nonverbal behaviors), a pattern statistically significant using a one-tailed sign test (P = 0.031). The intervention group's subscore for information giving was also significantly higher (Wilcoxon Rank Sum test, P = 0.047).Discussion: The communication intervention was successful in improving the students' communication skills, especially information giving, which is critical to enabling patients to make informed decisions in shared decision-making. A curriculum emphasizing the practical application of communication skills in the clinical year can produce measurable improvements in medical students' communication.
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