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Zachary W. Goldman
Illinois College
27Publications
6H-index
97Citations
Publications 27
Newest
Published on Jan 1, 2019in Western Journal of Communication
Zachary W. Goldman6
Estimated H-index: 6
(Illinois College)
Communication skills are necessary to succeed in graduate school. Building from the theory of self-regulation, this study investigated the effects of communication competence on one aspect of graduate students’ success (i.e., learning). Moderated mediation was hypothesized to exist within the communication competence–learning relationship. Graduate students (N = 184) from across the United States completed a self-report questionnaire and the results of a conditional process analysis revealed the...
Published on May 27, 2018in Communication Quarterly
Zachary W. Goldman6
Estimated H-index: 6
(Illinois College),
Christopher J. Claus2
Estimated H-index: 2
(California State University, Stanislaus),
Alan K. Goodboy20
Estimated H-index: 20
(WVU: West Virginia University)
Students enter college with varying degrees of academic self-efficacy, which influences how they respond to effective teaching behaviors. Teacher confirmation is one behavior that has received increased attention because it is thought to indirectly enhance students’ learning by reducing their receiver apprehension in the classroom. Findings from 208 college students supported the hypothesized indirect effects between teacher confirmation and students’ perceived learning through reduced receiver ...
Scott A. Myers31
Estimated H-index: 31
(WVU: West Virginia University),
Gregory A. Cranmer6
Estimated H-index: 6
(WVU: West Virginia University)
+ 3 AuthorsHannah Ball3
Estimated H-index: 3
(WVU: West Virginia University)
The purpose of this study was to explore the differences that may exist among employees when they are seeking different types of information (i.e., technical, referent, social, appraisal, normative, organizational, and political) from their peers in the workplace. Specifically, this study examined whether employees differed in the perceived appropriateness, importance, and frequency of seeking information from information, collegial, and special peers. Participants were 229 working adults who co...
Published on Oct 20, 2017in Western Journal of Communication
Alan K. Goodboy20
Estimated H-index: 20
(WVU: West Virginia University),
Marianne Dainton14
Estimated H-index: 14
(La Salle University)
+ 1 AuthorsZachary W. Goldman6
Estimated H-index: 6
(Illinois College)
This study used attachment theory to examine romantic partners’ use of negative behaviors to maintain their relationships. Romantic couples (N = 227 dyads) completed self-reports of their attachment styles and use of negative relational maintenance behaviors. Actor-partner interdependence models provided dyadic results: (a) having a secure attachment produced inverse actor effects for all negative maintenance behaviors except avoidance, and inverse partner effects for allowing control and infide...
Published on Oct 2, 2017in Communication Education
Zachary W. Goldman6
Estimated H-index: 6
(Illinois College),
Scott A. Myers31
Estimated H-index: 31
(WVU: West Virginia University)
Published on Sep 2, 2017in Communication Reports
Marianne Dainton14
Estimated H-index: 14
(La Salle University),
Alan K. Goodboy20
Estimated H-index: 20
(WVU: West Virginia University)
+ 1 AuthorsZachary W. Goldman6
Estimated H-index: 6
(Illinois College)
This study examined the dyadic effects of relationship uncertainty and the use of negative relational maintenance behaviors. Romantic couples (N = 227 dyads) completed a survey assessing their current relationship uncertainty (i.e., definition, mutuality, behavioral, future) and their use of negative behaviors to maintain their relationship (i.e., jealousy induction, avoidance, spying, infidelity, destructive conflict, allowing control). Multilevel modeling was used to calculate actor-partner in...
Published on Jul 3, 2017in Communication Education
Zachary W. Goldman6
Estimated H-index: 6
(Illinois College),
Gregory A. Cranmer6
Estimated H-index: 6
(Clemson University)
+ 2 AuthorsAlexander L. Lancaster3
Estimated H-index: 3
(Weber State University)
ABSTRACTGuided by Rhetorical and Relational Goals Theory, this study examined college students’ preferences for effective teaching behaviors and characteristics. Students (n = 209) articulated qualities in their ideal instructor by prioritizing 10 instructional behaviors and characteristics from the rhetorical and relational traditions (assertive, responsive, clear, relevant, competent, trustworthy, caring, immediate, humorous, disclosure). When forced to prioritize, students preferred teacher c...
Published on Mar 15, 2017in Communication Quarterly
Zachary W. Goldman6
Estimated H-index: 6
(Illinois College),
Alan K. Goodboy20
Estimated H-index: 20
(WVU: West Virginia University),
Keith Weber3
Estimated H-index: 3
(Chapman University)
Over the last several decades, instructional communication scholars have studied and measured student motivation as an important learning outcome. Unfortunately, this research has lacked theoretical guidance and has treated student motivation as a construct that varies only in quantity, ignoring existing theory that suggests student motivation is best understood as a construct that differs in quality (i.e., intrinsic motivation). To create two new measures that incorporate theoretical explanatio...
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