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Profiling Year Level and Gender Differences in Adolescent Communication Styles



The communication style of adolescents was assessed using the factors of the Focus of Communication Questionnaire (FOCQ), gender and year level. The FOCQ has six factors that individuals focus on during conflict including success, task, other-person, concession, withdrawing, and confusing. Data from the 460 adolescent participants showed that there were interaction effects involving success and other-person focused communication. Younger students were lower on concession, task, and confusion focused communication. Females were more withdrawing, concession and less confusion focused than males. The magnitude of the effect sizes resulting from the gender and year level analyses was small. Profile analysis of the six communication factors resulted in two clusters similar to those from previous research. The third cluster comprised a group of students low in all six communication factors. The discussion addresses the relevance of the findings and profile analysis in school settings.
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... The findings in Table 4 (M= 11.53,SD= 1.98) and female lecturers (M= 12.20, SD= 1.78) t (16) =-2.71, p= 0.007 and it was in favor of female lecturers. This finding was consistent with Bowles (2008) and this may suggest that the female lecturers are more sensitive to the interests and needs of their students and more understanding in comparison with male lecturers, in return students communicating with their female lecturers in more appropriate way. One-way analysis of variance (ANOVA) was subsequently performed to compare the differences between universities lecturers' perspective towards proper communication styles (OCS, LCS, WCS, and BLCS) from both private universities (Cihan, and Lebanese French) and public universities (Koya, and Salahaddin). ...
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This study aims to find out the underlying factors of proper communication styles in educational settings from lecturers’ perspectives. It also tries to find out if there is any significant difference between male and female lecturers’ perspectives towards proper communication styles, and attempts to determine if there are differences between the private and public universities. Analyzing the data from self-developed questionnaire, yielded four factors; namely (listening, oral, writing, and body language) were derived from the varimax rotated matrix. The results revealed a statistically significant difference between the private and public universities lecturers’ perspectives towards proper communication. While, no statistically significant difference was found between male and female lecturers in their perspective towards listening, oral, and writing proper communication. The only difference found was in body language communication and it was in favor of female lecturers. The findings of this study will contribute in understanding factors of proper communication styles in educational setting.
... The quality of adolescent relationships is a major contributor to adjustment during the adolescent years (Jager, 2011;Raudino, Fergusson, & Horwood, 2013). The quality of relationships may influence learning (Bowles, 2008a;Mussweiler & Ruter, 2003), wellbeing (Allen, Moore, Kuperminc, & Bell, 1998;Armsden, & Greenberg, 1987), help seeking for major life problems at adolescence (Fallon & Bowles, 1999, 2001, communication (Bowles, 2008b), and the positive transition to adulthood (Jager, 2011). A large amount of the research into adolescent relationships has focused on dyadic (two-person) relationships, such as relationships with friends or individual family members. ...
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The current study investigated how a sample of adolescents perceived the level of equity with friends, teachers, parents, and siblings; and how equity influenced adolescents’ affect. Analysis of responses from 208 Australian secondary students showed that level of perceived equity influenced positive and negative affect. Respondents’ mean scores showed they were more benefitted in their relationships with parents, siblings, friends and least benefitted in relations with teachers. Respondents were most frequently equitable in their relationships with friends. Importantly, consistent with previous research, negative affect was consistently associated with both the underbenefitted and overbenefitted conditions, particularly in relationships with parents and teachers. In conclusion, the findings confirm the initial proposition of equity theory when applied to multiple relationships with adolescents.
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