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When Norms are Violated: Imagined Interactions as Processing and Coping Mechanisms - Relying on the fundamental assumption of violation theories that norm violations stimulate receiver thought processes, we explored receivers' symbolic cognitive processes in response to particular types of norm violations. Specifically, we reasoned that imagined interactions serve as a processing mechanism whereby individuals review the behavior of another, identify the type of norm violation, and make decisions about how to respond -- All within their efforts to cope with deviations from norms. Utilizing the classroom context, we examined how teacher norm violations, operationalized as teacher misbehaviors, provoke students' imagined interaction activity. Results revealed that imagined interactions were used in respect to all three types of violations profiled and that participants were significantly more likely to engage in imagined interactions than to interact with or confront norm violators. The results are discussed in terms of implications for extending violation theories to include context-based goal attainment and power differentials between interactants.

Graduate student/faculty mentoring relationships : who gets mentored, how it happens, and to what end

Graduate Student/Faculty Mentoring Relationships: Who Gets Mentored, How it Happens, and to What End

The content validity of the PRCA-24 as a measure of communication apprehension across communication contexts

Factor analysis of the Rathus Assertiveness Schedule and the Personal Report of Communication Apprehension-24 : replication and extension

Personality discriminants of reticence