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    INTRODUCING SOCIAL SUPPORT THEORY TO POLITICAL COMMUNICATION: AN ASSESSMENT OF THE COMMUNICATION DYNAMICS OF POLITICAL SOCIAL SUPPORT AND ITS EFFECTS

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    Jung_temple_0225E_15109.pdf
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    Genre
    Thesis/Dissertation
    Date
    2022
    Author
    Jung, Heeyoung
    Advisor
    Holbert, R. Lance
    Committee member
    Hardy, Bruce W.
    LaMarre, Heather
    Landreville, Kristen
    Department
    Media & Communication
    Subject
    Communication
    Interpersonal communication
    Political communication
    Social support
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/8302
    
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    DOI
    http://dx.doi.org/10.34944/dspace/8273
    Abstract
    There is a separation between interpersonal political communication research and traditional interpersonal communication theory. The current study bridges this divide by introducing social support theory to political communication. Social support has been shown to aid coping, build self-efficacy, and enhance psychological well-being. It is argued that politics can be a source of stress and individuals exchange political social support (PSS) when facing challenges in their political environments. The current study defines the concept of PSS and its applications in political communication through an initial survey-based proof of concept study and an experiment. The first study, a nationwide cross-sectional survey (N = 2004), was conducted through a Qualtrics panel in September 2018 to assess the internal structure of providing and receiving PSS in citizen-to-citizen relationships. A little more than a quarter of the sample (n = 563, 28.1%) reported having received some type of PSS in the past 18 months, and an even larger percentage (n = 728, 36.3%) reported providing PSS during the same time period. Results from a cross-sectional survey reveal a solid percentage of U.S. adults exchanging PSS across many channels (e.g., face-to-face, social media) with a wide range of political phenomena sparking these communicative activities. Building on the survey’s gender and political-specific communicative dynamics, the second study, an online experiment, was conducted in October 2021. In the online experiment, a 2 (politician’s gender: male vs. female) x 2 (politician’s party identification: Democrat vs. Republican) x 4 (message levels) x 2 (citizen’s gender: Male vs. female) x 2 (citizen’s party identification: Democrat vs. Republican) between-subject design, provides a theoretical rationale on how the gender and the political identification in citizen-to-politician relationships are associated with the level of perceived social support. Results from the experiment reveal that the level of social support messages that include different numbers of social support components does not have an effect on the level of perceived PSS. However, the characteristics of politicians and the gender of politicians and citizens were significant in predicting the higher PSS. Theoretical and practical implications for the theory advancement and future research are explored.
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      PRESENTING IN THE PRESENT: PUBLIC SPEAKING IN ONLINE COURSES

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      During the 21st century, colleges have increasingly leveraged online-based courses as a means of instruction, and although public speaking ability is among employers’ most in-demand skills for college graduates, there exists a scarcity of research measuring students’ public speaking skill development in online courses. Even fewer studies measure public speaking skill development in online courses compared to the same skill development in classroom-based versions of the same courses taught by the same instructors. Given this background, the current study used analysis of variance with repeated measures to determine whether face-to-face Business Communication students’ presentation skills improved more than, less than, or the same as those of online Business Communication students. This design enabled measurement of the dependent variable of presentation skill improvement, in groups of students separated by the independent variable of course delivery format—classroom or online—over time. This design also allowed the researcher to control for the variable of instructor; instructor bias was controlled for by only comparing students enrolled with, and therefore taught and evaluated by, the same instructor in both modalities. Furthermore, to uncover additional findings related to student choice of and success in online courses, two more sets of analyses were conducted. The first computed change scores between the repeated-measures tests for each of the eight assessment criteria, as well as the total across the eight criteria, and correlated these change scores with other student data where this analysis was appropriate (for example, with SAT/ACT scores). The second set of analyses added blocking variables—sex, race, and other background data—to the analysis of variance with repeated measures. Evident from these analyses was that the rate at which public speaking sub-skills developed over the ten-week period between repeated-measures assessments was not uniform. Changes in performance varied by assessment criterion, course modality, and student background. Online student performance tended to improve at a marginally greater rate in assessments of Body Language and tended to diminish at a marginally lesser rate in assessments of Quality & Quantity of Information, whereas face-to-face student performance improved at a significantly greater rate in assessments of Audience & Team Engagement. In this latter criterion, the performance of online male students decreased somewhat, whereas the other subgroups—per sex and course modality—showed essentially no difference in the rate of improvement from pre-test to post-test. Additional findings suggested that online students tended to work more employment hours than classroom-based students and that, regardless of course modality, the higher the education level a student’s parents have attained, the more likely the student was to make learning gains in the course.
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