Sender’s Self-Monitoring Traits: Conducive Factors Affecting Interpersonal Communication among Turkish University Students

Yıl 2015, Cilt: 3 Sayı: 1, 1 - 16, 23.04.2015

Cem Sütcü And Algül , N Uralman

https://doi.org/10.19145/guifd.32005

Öz

Self-monitoring researches show that high self-monitoring individuals have not only ability to self-disclosure but also have ability to facilitate others’ disclosure. The aim of this paper is to define this conducive factors understanding which communication skills of university students in Turkey facilitate others’ disclosure and create dialogic communication. In this study, 24 questions have been directed at participants, in order to make a determination in relation to the conducive skills of university students in Turkey, which allow a dialogue environment to be created during the process of interpersonal communication (N=384). As a result, it has been put forward which of the conducive skills that point out to a dialogue tendency are given importance.

Anahtar Kelimeler

Kişilerarası iletişim, öz-izlenimcilik, aktif dinleme, yüz yüze iletişim, mesaj tasarımı

Kaynakça

• Ambady, N., & Rosenthal, R. (1992). Thin Slices of Expressive Behavior as Predictors of Interpersonal Consequences: A Meta-Analysis, Psychological Bulletin, 111(2), 256-274.
• Baumeister, R. F., & Leary, M. R. (1995). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation, Psychological Bulletin, 117(3), 497-529.
• Bhana, V. M. (2014). Interpersonal Skills Development in Generation Y Student Nurses: A Literature Review. Nurse Education Today, 1-5. dx.doi.org/10.1016/j.nedt.2014.05.002.
• DePaulo, B. M. (1992). Non-verbal Behavior and Self-Presentation, Psychological Bulletin, 111(2), 203-243.
• -
• Eriguc, G., & Eris, H. (2013). Communication Skills of Students at Vocational Health High School: Harran University Sample, Electronic Journal of Social Science, 12(46), 232-254.
• Floyd, J. (2010). Provocation: Dialogic Listening as Reachable Goal, The International Journal of Listening, 24, 170-173.
• Gursimsek I., Vural, D. E. & Demirsoz, E. S. (2008). Ogretmen Adaylarinin Duygusal Zekalari ile Iletisim Becerileri Arasindaki Iliski, Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi, 16, 1-11.
• Hullman, G. A. (2004). Interpersonal Communication Motives and Message Design Logic: Exploring Their Interaction on Perceptions of Competence, Communication Monographs, 71(2), 208-225.
• Koprowska, J. (2010). Communication and Interpersonal Skills in Social Work (Transforming Social Work Practice Series) (3rd ed.). Learning Matters.
• Kucuk, D. P. (2011). Muzik Ogretmeni Adaylarinin Empatik Egilimleri ile Iletisim Becerileri Arasindaki Iliskinin Incelenmesi, 2nd International Conference on New Trends in Education and Their Implications, Ankara: Siyasal Kitabevi, 935-942.
• Larsen, O. N., & Hill, R. J. (1958). Social Structure and Interpersonal Communication, American Journal of Sociology, 63(5), 497-505.
• Lennox, R. D., & Wolfe, R. N. (1984). Revision of the Self-Monitoring Scale, Journal of Personality and Social Psychology, 46(6), 1349-1364.
• Nakamura, M., Buck R., & Kenny, D. A. (1990). Relative Contributions of Expressive Behavior and Contextual Information to the Judgment of the Emotional State of Another, Journal of Personality and Social Psychology, 59(5), 1032-1039.
• Ozerkan, A. (2007). Universite Ogrencilerinin Iletisim Becerilerini Etkileyen Faktorler, Egitim Bilimleri Dergisi, 26(26), 59-72.
• Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. I., & Dornheim, L. (1998). Development and Validation of a Measure of Emotional Intelligence, Personality and Individual Differences, 25, 167-177.
• Schutz, A. (1998). Audience Perceptions of Politicians’ Self-Presentational Behaviors Concerning Their Own Abilities, Journal of Social Psychology, 138(2), 173-88.
• Shaffer, D. R., & Pegalis, L. J. (1998). Gender and Situational Context Moderate the Relationship Between Self-Monitoring and Induction of Self-Disclosure, Journal of Personality, 66(2), 215-234.
• Snyder, M. (1979). Self-monitoring Processes. In L. Berkowitz (Eds.), Advances in Experimental Social Psychology, Vol. 12. (pp.85-128). New York: Academic Press.
• Soibel, A., Fong, K., Mullin J. B., Jenkins, G., & Mar, R. A. (2012). Is Self-Monitoring Related to Social Comparison? It Depends How You Ask, Individual Differences Research, 10(4), 193-201.
• Step, M. M., & Finucane, M. O. (2002). Interpersonal Communication Motives in Everyday Interactions, Communication Quarterly, 50(1), 93-109.
• Stevens, M. J., & Campion, M. A. (1994). The Knowledge, Skill, and Ability Requirements for Teamwork: Implications for Human Resource Management, Journal of Management, 20(2), 503-530.
• Toy, S. (2007). Muhendislik ve Hukuk Fakulteleri Ogrencilerinin Iletisim Becerileri Acisindan Karsilastirilmasi ve Iletisim Becerileriyle Bazi Degiskenler Arasindaki Iliski, Ankara University, Institute of Social Sciences, Department of Psychology, MA Thesis, Ankara.
• Tufte, T., & Metapulos, P. (2007). Participatory Communication: Practical Guide. Washington D.C.: The World Bank.
• Weger, H., Castle, G. R., & Emmett, M. C. (2010). Active Listening in Peer Interviews: The Influence of Message Paraphrasing on Perceptions of Listening Skill, The International Journal of Listening, 24, 34-39.
• Wood, J. (2011). Interpersonal Communication: Everyday Encounters. USA, Wadsworth Cengage Learning.
• Yilmaz, M., Kumcagiz, H., Balci-Celik, S., & Eren, Z. (2011). Investigating Communication Skill of University Students with Respect to Early Maladaptive Schemas, Procedia-Social and Behavioral Sciences, 30, 968 – 972.