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This study tested two theoretical models of instructor credibility as a potential mediator between instructors' classroom communication behaviors (nonverbal immediacy, enthusiasm, and homophily) and students' intentions to persist in college. Participants included 570 undergraduate students from three institutions in the South-Central United States. Results of structural equation modeling provided greater support for the partial mediation model, in which nonverbal immediacy had both direct and indirect effects on students' intent to persist, though instructor enthusiasm and homophily were fully mediated by credibility. Overall, students' perceptions of these three instructor behaviors accounted for 56% of the variance in credibility and 43% of the variance in intent to persist. Furthermore, this model proved to be invariant across ethnic groups (Caucasian, African American, and Hispanic), suggesting that these instructor communication behaviors may contribute to positive outcomes for virtually all students, regardless of ethnicity. (Contains 3 tables and 6 figures.)

This study focused on combinations of the following variables and their influence on student attitudes and intentions toward affective and behavioral learning: (1) teacher sex; (2) teacher sex-role orientation; and (3) teacher use of power strategies. Results showed that teacher use of power strategies interacted with teacher sex on reward and referent power to influence student attitudes and intentions toward learning. No interactions with sex-role orientation were found. Main effects for use of expert and referent power confirmed earlier research. However, the significant contribution of student assessment of a teacher's femininity and masculinity led the authors to propose an expanded model for the study of teacher use of power in the classroom and learning outcomes.

Examined employee attitudes toward women in general and women as managers, and perceived communication competencies of women managers. Found that female employees demonstrated a more positive regard for women in general, a less traditional view of women as managers, and a more positive perception of their communication competencies. (PD)

Examines the interactive effects of others' definitions of the target's loneliness and masculine and feminine personality characteristics on self-disclosure to the target. Indicates that a target's perceived feminine and low loneliness characteristics are most related to honest disclosures, and perceived high loneliness to depth of disclosures. (JK)

Indicates that a female patient's trust in, receptivity to, and communication apprehension regarding her physician constitute significant predictors of her (1) likelihood of discussing health care issues, (2) knowledge of gynecological health needs, and (3) feelings toward the gynecologist during examination. Finds that the physician's gender does not significantly affect patient response. (JD)

The impact of teacher and student sex differences and student assessment of teacher sex role orientation on student attitudes toward learning was examined with 252 undergraduate students, each evaluating 1 teacher. Results do not support the sex role congruency hypothesis. Students were more affected by overall teacher qualities. (SLD)

Examines existing analyses of the Bem Sex-Role Inventory and further investigates the psychometric adequacy of the instrument. Proposes a revision with 10 items each measuring masculinity and femininity. (PD)

Demonstrated a relationship between adaptability and rewarding impressions as dimensions of communicative competence with gender orientation. Found that masculinity was the significant contributor to adaptability and femininity the significant contributor to rewarding impressions. Discusses results from the control/dominance nature of masculinity and sensitive/receptive nature of femininity. (PD)

Nonprofessional employees in three administrative units at a comprehensive eastern university served as subjects in a study to examine the relationships of perceived participation in decision making, communication with supervisor, employee characteristics, and employee job satisfaction. Implications for personnel decisions and training, employee productivity, etc. are discussed. (Author/MLW)

The article discusses a study on the relationship between social and task perceptions in small groups. The study involved college students enrolled in a small group communication course in the U.S. The affective development of a group based on group cohesion and satisfaction is tackled. One hypothesis tested under the study pertains to the positive relation between a linear composite of quality of interaction and goal orientation and a linear composite of group satisfaction and solidarity.

The purpose of this investigation was to further understanding of what communication variables significantly contribute to patients' initiation of talk about their health care needs. For female patients and gynecologists, results demonstrated that as communication apprehension decreases and trust in physicians increases, willingness to discuss gynecological topics increases. Trust was also positively, and communication apprehension negatively, related to perceived knowledge about gynecological health needs. [ABSTRACT FROM AUTHOR]

This study examines sexually intimate relationships (n 312) in terms of develop- mental phases of relationship development. Communication-related indices - specific communication satisfaction, general communication satisfaction, sexual communication satisfaction, and interpersonal solidarity- were used as criteria for the level of relationship development. Significant nonlinear relationships among relationship phases were found on all four criteria. Differences on criteria means. differentiated among six of seven developmental stages. Solidarity differentiated most finely (45 % of the variance) among the phases and, together with sexual communication satisfaction, indicated disengagement stages more clearly. [ABSTRACT FROM AUTHOR]

Examines the dimensions of, and communication-type variables related to nurses' decision styles. Training for flexibility in medical decision making; Association of physician responsiveness to nurses' compliance decision styles; Variety of styles in making decisions about the health care for patients.