ERIC ED380846: Student Perceptions of Instructors' Affinity-Seeking Behavior and Classroom Climate: How They See What We Do.

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Myers, Scott A.

Student Perceptions of Instructors' Affinity-Seeking
Behavior and Classroom Climate: How They See What We
Do.

Nov 94

27p.; Paper presented at the Annual Meeting of the
Speech Communication Association (80th, New Orleans,
LA, November 19-22, 1994).

Reports - Research/Technical (143; — Viewpoints
(Opinion/Position Papers, Essays, etc.) (120) —
Speeches/Conference Papers (150)

K701/PC02 Plus Postage.

''Classroom Communication; Higher Education;
^Introductory Courses; ''Speech Communication; Teacher
Student Relationship; '''Teaching Methods; ''Teaching
Styles; Trust (Psychology)

''Affinity Seeking Strategies; '''Student Perceptions of
Teacher

ABSTRACT

A study explored student perceptions of how
instructors of the speech communication basic course utilize
affinity-seeking strategies to establish a communication climate in
the classroom. Subjects were 147 undergraduate students enrolled in
the basic course at a large midwestern university. Each subject was
asked to complete two instruments: (1) the affinity-seeking strategy
scale modified by J. C. McCroskey and L. L. McCroskey (1986); and (2)
the Communication Climate Questionnaire (E. R. Hays 1970). Results
indicated that a significant relationship exists between the
perceived use of affinity-seeking strategies and the establishment of
classroom communication climate. Students who perceived a positive
communication climate reported a more frequent use of
affinity-seeking strategies by their instructors. It was discovered
that basic course instructors utilize 19 of the 25 affinity-seeking
strategies, but rarely use the strategies of concede control,
inclusion of others, influence perceptions of closeness, openness,
reward association, and self-inclusion. Trustworthiness emerged as
the most significant predictor of classroom climate. This indicates,
perhaps, that teacher credibility is an important factor in student
perceptions of the formation of classroom climate. Students who trust
their instructors are invariably more likely to perceive other
positive attributes as well. (Contains 33 references and three tables
of data.) (Author/TB)

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* from the original document.

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Student Perceptions of Instructors'
Affinity-Seeking Behavior and Classroom Climate:
How They See What We Do

Scott A. Myers
School of Communication Studies
Kent State University
Kent, OH 44242-0001

(216) 672-2659
Bitnet: SMYERS@KENTVM

A paper presented at the 1994 meeting of the
Speech Communication Association,
New Orleans, LA

3

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Abstract

Student Perceptions of Instructors'
Affinity-Seeking Behavior and Classroom Climate:
How They See What We Do
This study explored student perceptions of how basic course
instructors utilize affinity-seeking strategies to establish a
communication climate in the classroom. Subjects were 147
undergraduate students enrolled in the basic course at a large
midwestern university. Each subject was asked to complete two
instruments: (a) the affinity-seeking strategy scale modified by
McCroskey and McCroskey (1986) and (b) the Communication Climate
Questionnaire (Hays, 1970). Results indicate that a significant
relationship exists between the perceived use of affinity-seeking
strategies and the establishment of classroom communication
climate. It was discovered that basic course instructors utilize
19 of the 25 affinity-seeking strategies, but rarely use the
strategies of concede control, inclusion of others, influence
perceptions of closeness, openness, reward association, and self-
inclusion.

Student Perceptions of Instructors'
Affinity-Seeking Behavior and Classroom Climate:
How They See What We Do

The classroom context is filled with a large number of
communication variables which affect the establishment of the
classroom climate. Research has illustrated that the various
communication behaviors of both the teacher and the student
profoundly affects classroom dynamics (e.g., Richmond, 1990).
This study focused on the relationship between affinity-seeking
and classroom communication climate. Specifically, this study
explored student perceptions of how basic course instructors
utilize affinity-seeking strategies to establish a communication
climate in the classroom. To gain a better understanding of this
relationship, it is necessary to examine two areas of literature:
(a) affinity-seeking and (b) classroom climate.
Affinity-seeking

Affinity-seeking is defined as "the process by which
individuals attempt to get other people to like and to feel
positive toward them" (Bell & Daly, 1984, p. 111). Bell and Daly
(1984) developed a typology of 25 affinity-seeking strategies
that people employ to gain the social approval of others. For a
description of the typology, see Bell and Daly (1984) , Frymier
and Thompson (1992), or McCroskey and McCroskey (1986). Previous
research has examined affinity-seeking behavior in initial
interactions (Martin, 1 992); collegiate relationships (Richmond,
Gorham, & Furio, 1987); marital relationships (Bell, Daly, &

Gonzalez, 1987); friendships (Bell, Tremblay, & Buerkel-Rothf uss ,
1987) ; and developing relationships (Tolhuizen, 1989) . Other
research has explored the link between affinity-seeking, self-
disclosure, and self -awareness (Rubin, Rubin, & Martin, 1993) and
the use of affinity-seeking strategies by politicians (Mitchell,
1994) .

Affinity-seeking has received a great ^aal of attention in
its use in the classroom. Ir. the instructional context, the use
of affinity-seeking strategies has been explored from both the
perspectives of the teacher and the student. McCroskey and
McCroskey (1986) asked 311 elementary and secondary school
teachers about the types and frequency of affinity-seeking
strategies used by other teachers. They found that over 90% of
the teachers had observed the use of eight strategies in the
classroom: physical attractiveness, sensitivity, elicit other's
disclosure, trustworthiness, nonverbal immediacy, conversational
rule-keeping, dynamism, and listening. Conversely, teachers
observed little use of nine strategies: inclusion of others,
se-^-inclusion, reward association, concede control, influence
perceptions of closeness, similarity, openness, present
interesting self, and support iveness. McCroskey and McCroskey
(1986) concluded that status of the teacher may have an effect on
the use of affinity-seeking strategies. In the classroom, the
use of a particular strategy may or may not be appropriate for
the teacher-student relationship.

5

Gorham, Kelley, and McCroskey (1989) examined the affinity-
seeking strategies used by 2 29 elementary and secondary school
teachers and their efforts to get students to like them. As the
grade levels of the teachers increased, the use of four affinity-
seeking strategies increased as well: trustworthiness,
sensitivity, self-inclusion, and elicit other's disclosure.
Three strategies — facilitate enjoyment, nonverbal immediacy, and
self-concept confirmation — were used more frequently at lower
grade levels. Overall, the facilitate enjoyment strategy was
most frequently used. Gorham et al. (1989) suggested, however,
that affinity-strategy usage is dependent upon whether the
strategy is utilized to gain liking of the teacher or to gain
liking of the subject matter.

Frymier and Thompson (1992) approached affinity-seeking from
the student perspective. They found that a teacher's perceived
use of af f xnity-seeking strategies is correlated with perceived
teacher credibility and student motivation. Specifically, twelve
strategies accounted for the correlations: listening, facilitate
enjoyment, dynamism, elicit other's disclosure, optimism,
sensitivity, conversational rule-keeping, comfortable self,
nonverbal immediacy, altruism, present interesting self, and
trustworthiness. Strategies such as reward association, self-
inclusion, and similarity were not related to credibility and
motivation. Similarly, Richmond (1990) discovered that five
strategies affect a student's motivation to study: facilitate

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enjoyment, assume equality, nonverbal immediacy, optimism, and
self -concept confirmation.

Moreover, it has been established that a link exists between
the use of affinity-seeking strategies and student learning.
Richmond (1990) and Roach (1991) found that a teacher's use of
affinity-seeking strategies positively affects a student's
perceived level of affective and cognitive learning. And in
general, students like teachers who use affinity-seeking

behaviors (Roach, 1991) .

The relationship between affinity-seeking and teacher
competence has been studied by Prisbell (1993). He found that
five strategies account most for perceived teacher competence:
trustworthiness, assume equality, personal autonomy, altruism,
and listening. Prisbell recommended that the use of some
strategies be avoided, such as reward association, similarity,
self-inclusion, present interesting self, and influence
perceptions of others. In any case, teachers will be perceived
as more competent if they engage in specific affinity-seeking
strategy usage (Prisbell, 1993) .

It appears, then, that the use of affinity-seeking
strategies has a positive effect in the classroom. Whether
reported by teachers or students, affinity-seeking is related to
instructional factors such as teacher credibility, teacher
competence, and student learning. However, it is the interaction
between student, teacher, and setting that contributes
significantly to behavioral variance in the classroom (Trickett &

7

Moos, 1973) . To advance the study of affinity-seeking, it is
necessary to examine the influence of classroom climate.
Classroom climate

Darling and Civikly (1987) stated that the communication
climate of a classroom is determined by the needs of both the
teacher and the student. For the teacher, a communication
climate may be affected by the need to establish control,
credibility, and/or esteem. For the student, a communication
climate may be affected by the need to establish and defend
personal worth and social stability in the eyes of both teachers
and peers. Thus, these dichotomous needs will impact the
communication climate of any classroom.

According to Rosenfeld (1983) , communication climate is
established through the social and psychological contexts of any
relationship. The literature on classroom communication suggests
that climate may be dependent on three factors: (a) the use of
supportive and defensive behaviors, (b) the components of the
classroom structure, and (c) the use of confirming and
disconf irming responses. Taken together, these factors create
patterns of classroom behavior that may or may not establish a
supportive climate. In addition, other factors have been found
to influence climate.

Supportive/defensive behavior s . A supportive communication
climate is efficient and is characterized as consisting of few
distortions, effective listening behaviors, and clear message
transmission (Darling & Civikly, 1987) . A defensive climate, on

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8

the other hand, "interferes with communication and thus makes it
difficult — and sometimes impossible — for anyone to convey ideas
clearly and to move effectively toward the solution of ...
problems" (Gibb, 1961, p. 148).

Gibb (1961) developed six categories of behaviors which he
believed were characteristic of supportive and defensive
behaviors. Originally developed as small group behaviors, these
categories are applicable in the classroom as well. Gibb labeled
these behaviors as description-evaluation, problem orientation-
control, spontaneity-strategy, empathy- neutrality, equality-
superiority, and provisionalism-certainty . A supportive
communicate climate is characterized by the first behavior in
each group while the use of the second behavior reflects a
defensive climate. A supportive communication climate reduces
def ensiveness and allows students to concentrate fully upon the
content and structure of the message (Gibb, 1961) .

Rosenfeld (1983) found that the communication climate of a
college classroom may be characterized by an underlying level of
def ensiveness. He examined how liked and disliked classes are
distinguished by their levels of supportiveness and
def ensiveness . Specifically, Rosenfeld found that: (a)
supportiveness is more important than def ensiveness in assessing
climate, (b) liked classes generally have more supportive than
defensive behaviors, (c) liked classes may be characterized by
teacher behaviors that are classified as supportive, and (d)
disliked classes cause students to develop coping mechanisms

9

(i.e., forming alliances against the teacher, not doing what the
teacher asks) . Moreover, Rosenfeld and Jarrard (1.985) discovered
in liked classes, students perceive themselves as important and
valued, and work toward establishing a "coworker" relationship
with the professor.

Classroom factors . Researchers have identified three
variables that affect the communication climate of a classroom:
(a) student sex, (b) class participation, and (c) subject matter
interest. It has been established that female students do not
participate as much as male students in the college classroom
(Crawford & MacLeod, 1990; Hall & Sandier, 1982; Pearson & West,
1991) . Female students often ask fewer questions in class and
are less assertive than males in doing so (Pearson & West, 1991) .

Class participation is also a factor. Constantinople,
Cornelius, and Gray (1988) and Crawford and MacLeod (1990)
determined that a smaller number of students enrolled in a class
results in increased class participation. Merkel (199 3) reported
an inverse relationship between class size and the opportunity to
communicate, teacher use of verbal immediacy strategies, and
teacher use of nonverbal immediacy strategies. Myers (1994)
found that a highly-scripted daily routine, the interaction
patterns among the students, and the general communication
behaviors of the teacher resulted in a supportive communication
climate. However, Karp and Yoels (1976) argued that most
students opt for non- involvement in the classroom; therefore,
student participation becomes dependent upon the organizational

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features of the classroom (i.e., course syllabus), and is not
indicative of classroom climate.

DeYoung (1977) proposed that a higher level of interest in
the classroom content (as indicated through attendance records)
is a reflection of a more positive climate. Heller, Puff, and
Mills (1985) found that time may be the prevailing factor in
classroom participation. Over time f students are asked to lead
more discussion, are given more time to answer questions, are
called more often by name, and are recognized more when
volunteering in class.

Confirming and disconf irmina responses . Sieburg (1974)
stated that the use of confirming and disconf irming behaviors
affect the values individuals place on the self and on others. A
confirming response expresses a caring attitude (Rosenfeld, 1983)
and implies that the other individual is a valuable person
(Rosenfeld & Jarrard, 1985) . A disconf irming message fails to
acknowledge the other person as being a vital part of the
communication process and is expressed in an uncaring manner
(Rosenfeld, 1983) .

Rationale

It has been established that affinity-seeking is one
technique that further aids the development of the student-
teacher relationship in the classroom (Frymier & Thompson, 1992;
McCroskey & McCroskey, 1986; Prisbell, 1993; Richmond, 1990).
However, the relationship between teacher affinity-seeking
behavior and classroom climate is unknown. If the assumption

can be made that the teacher constructs the climate, then it
would make sense that the use of affinity-seeking be included as
a tool used to construct the climate. To explore the
relationship between affinity-seeking and classroom climate, the
following hypothesis and research questions are posited:

H: There is a significant relationship between affinity-
seeking and classroom climate.
RQ1 : Which affinity-seeking strategies do students report

being used by their basic course instructors?
RQ2: Which af f in? ty-seeking strategies account most for the

variance in the establishment of classroom climate?
Gender is one factor that needs further exploration.
Research has illustrated that male and female students perceive
differences in the use of affinity-seeking in various
relationships (Bell & Daly, 1984; Richmond et al., 1987;
Tolhuizen, 1989) , but the differences have not emerged in the
instructional setting (Roach, 1991) . In addition, since student
gender (Constantinople et al. , 1988; Hall & Sandler, 1982)
affects the construction of classroom climate, the following
research question is proposed:

RQ3 : Is there a significant difference between male and

female students perceptions of teacher use of affinity-
seeking strategies and teacher establishment of
classroom communication climate?

Subjects

Methodology

12

Subjects were undergraduate students enrolled in the basic
communication course at a large midwestern university. All
subject? received a research point necessary for the successful
completion of the course.

A total of 147 students participated in the study, which
included 78 males and 69 females. The age of the participants
ranged from 18 years to 47 years (M = 20.9, SD = 4.11; Mo = 19,
Md = 20) . The majority of participants reported their class
standing at either the freshman or sophomore level (n = 57 each,
a total of 114). Twenty-six (n = 26) respondents were juniors
and seven respondents (n = 7) were seniors.
Instruments

Each subject was asked to complete two instruments: (a) the
affinity-seeking strategy scale modified by McCroskey and
McCroskey (1986) and (b) the Communication Climate Questionnaire
(Hays, 1970) .

Affinity-seeking strategy scal ^. The affinity-seeking
strategy scale is a 25-item questionnaire that asks each
respondent to rate how often, if ever, a particular affinity-
seeking strategy is used. Originally developed by Bell and Daly
(1984) , the scale was adapted by McCroskey and McCroskey (1986)
for use in the instructional setting.

Participants were provided with descriptions of each of the
25 affinity-seeking strategies (i.e., "my teacher acts
comfortable and relaxed in the classroom") . For each strategy,
the student was asked to: (a) indicate if the teacher uses the

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strategy and (b) if so, how often. Responses were points on a ^
point Likert-type scale ranging from very often (4) to never (0) .

Reliability of the scaie has ranged from .87 to .90 (Frymier
& Thompson, 1992; Prisbell, 1993; Richmond, 1990). In this
study, coefficient alpha was reported at .88.

Classroom climate . The Classroom Climate Questionnaire
(CCQ) is a 17-iteiu scale that asks each respondent to rate the
supportive and defensive behaviors that a teacher may use (i. e. ,
"my teacher helps me understand the reasons for his opinions").
Eight items are supportive behaviors and nine items are defensive
behaviors. Responses were points on a 5 point Likert-type scale
ranging from strongly agree (5) to strongly disagree (1)..

The CCQ has been used by a number of researchers (Darling &
Civikly, 1987; Hays, 1970; Rosenfe.ld, 1983; Rosenfeld & Jarrard,
1S85) , who have confirmed its reliability and validity as a
measurement tool. In this «tudy, coefficient alpha was reported
at .52.
Procedures

Subjects were asked to complete the two questionnaires
during the thirteenth week of the course semester. Unlike
previous research which asked students to complete the instrument
in reference to the most recent class attended (Frymier &
Thompson, 1992; Plax, Kearney, McCroskey, & Richmond, 1986;
Prisbell, 1993; Richmond, 1990), students were asked to complete
the instrument in reference to their basic course instructor.

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Statistical analysis

The hypothesis was tested using a Pearson Product-Moment
correlation between the summed scores of the affinity-seeking
strategy scale and the summed scores of the CCQ. Research
question one «/as answered through an assessment of the
frequencies of each strategy. High use of a strategy was defined
by a mean score of 2.5 or higher, and low use of a strategy was
defined by a mean score of 1.5 or lower (McCroskey & McCroskey,
1986) .

Research question two was answered using stepwise multiple
regression analysis. Each affinity-seeking strategy served as a
predictor variable and the summed climate score served as the
criterion variable. In addition, correlational data between each
of the 25 strategies and the composite climate score were
obtained. Research question three was answered using t-tests. A
t-test examined the differences of perceptions of affinity-
seeking strategy usage and perceptions of classroom climate
between male and female subjects.

Results

This study explored student perceptions of how basic course
instructors utilize affinity-seeking strategies to establish a
communication climate in the classroom.

The hypothesis was supported x r = .45, p< .01). A
significant relationship exists between the perceived use of
affinity-seeking strategies and the establishment of classroom
communication climate.

15

The first research question indicates that basic course
instructors utilize a variety of affinity-seeking strategies (see
Table 1) . These include altruism, assume control, assume
equality, comfortable self, conversational rule-keeping,
dynamism, elicit other's disclosure, facilitate enjoyment,
listening, nonverbal immediacy, optimism, personal autonomy,
physical attractiveness, presenting interesting self, self-
concept confirmation, sensitivity, similarity, supportiveness,
and trustworthiness. Strategies not used or rarely used include
concede control, inclusion of others, influence perceptions of
closeness, openness, reward association, and self -inclusion.

The second research question inquired about the particular
affinity-seeking strategies that had an effect upon classroom
climate. Stepwise multiple regression analysis revealed that six
affinity-seeking strategies contributed significantly to the
establishment of classroom climate and accounted for 47% of the
variance. These strategies are trustworthiness, influence
perceptions of closeness, present interesting self, altruism,
reward association, and assume equality (see Table 2) . The
summed affinity-seeking scale was correlated with classroom
climate (F = 30.10, df = 1/145, p_<.001) and accounted for 17% of
the variance. Nineteen of the 2 5 strategies were significantly
correlated with classroom climate (see Table 3) .

The third research question explored whether men and women
perceive affinity-seeking and classroom climate differently.
There was no significant difference between male and female

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students' perceptions for either teacher use of affinity-seeking
strategies (t = 1.15, df = 14 5, p = .252) or teacher
establishment of classroom climate (t = .15, df = 145, p = .883).

In this study, a significant relationship^exist^ between the
perceived use of affinity-seeking strategies and the
establishment of communication climate. Students who perceived a
positive communication climate reported a more frequent use of
affinity-seeking strategies by their instructors. A post-hoc
analysis of the relationship found that a significant
relationship exists between affinity-seeking and a supportive
climate (r = .58, p <.01). This finding supports Rosenfeld's
(1983) contention that support iveness is more important than
def ensiveness in communication climate assessment.

Previous research has established that grade level and
subject matter affects a teacher's use of affinity-seeking
strategies (Gorham et al., 1989). In this study, basic course
instructors were perceived to use, with regularity, 19 of the 2 5
affinity-seeking strategies. This finding is generally
consistent with the results reported by Frymier and Thompson
(1992) . The six strategies reported as not being used — concede
control, inclusion of others, influence perceptions of closeness,
openness, reward association, and self -inclusion — is a finding
also consistent with other studies. Elementary and secondary
school teachers reported that teachers did not use these six
strategies (McCroskey and McCroskey, 1986) . Frymier and Thompson

Discussion

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17

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(1992) found that reward association and self-inclusion are not
related to teacher credibility or student motivation. Prisbell

(1993) stated that reward association, self-inclusion, and
influence perceptions of closeness are not strategies used to
promote teacher competence. Thus, while a variety of affinity-
seeking strategies are reported as being used by teachers in the
classroom, there is consensus that certain affinity-seeking
strategies are riot effective for use in the classroom.

Trustworthiness emerged as the most significant predictor of
classroom climate. The prevalent use of this strategy has been
noted by other researchers as well (Frymier & Thompson, 1992;
Gorham et al. , 1989; McCroskey & McCroskey, 1986; Prisbell, 1993;
Roach, 1991) . This indicates, perhaps, that teacher credibility
is an important factor in student perceptions of the formation of
classroom climate. Students who trust their instructors are
invariably more likely to perceive other positive attributes as
well .

It was also discovered that gender did not appear to affect
the perceptions of either affinity-seeking or classroom climate.
Moreover, Roach (1991) concluded that male and female instructors
do not differ in their use of affinity-seeking strategies.
Student perceptions of the classroom, then, may be affected by
the teacher role and teacher behavior rather than teacher sex or
student sex (Jordan, McGreal, & Wheelesss, 1990).

Because previous research has examined the teacher
perspective and the student perspective separately, future

18

18

directions for research should include an examination of
affinity-seeking strategy usage using the same pool of teachers
and students. Doing so might reflect a more accurate picture of
affinity-seeking uit» 'If affinity is indeed important in
classroom contexts, then it behooves investigators to . . .
demonstrate, behaviorally , the important relationships" (Daly &
Kreiser, 1993, pp. 141-142).

Classroom climate research must focus upon the definition of
climate as a construct. For example, Myers operationally defined
climate as "the verbal and nonverbal behaviors used . . . that
established the communicative tone for the students in the
classroom" (p. 7) . Neer and Kircher (1989) defined climate as
"participation which occurs as a consequence of interpersonal
approval" and the "ability to adapt to the interpersonal context
of the class" (p. 73) . Merkel, on the other hand, identified
selected variables of classroom climate (i.e., opportunity to
communicate, communication competence) and studied these
variables in isolation.

In any case, the classroom context is filled with a large
number of communication variables which affect the establishment
of communication climate. The use of affinity-seeking strategies
is just one variable. It is no surprise that the use of
affinity-seeking strategies influences the perception of
classroom climate. However, this perception of climate is
undoubtedly influenced by other variables as well, which needs to
be identified and studied.

19

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24

Table 1

Mean scores of affinity-seeking strategie s

Mean

SD

1.

Altruism

3 . 03

1.06

2 .

Assvme Control

2 .71

1.37

3 .

Assume Equality

2.78

1. 34

4 .

Comfortable Self

3 . 62

. 89

5.

Concede Control

1.71

1.44

6.

Conversation Rule-Keeping

3.25

1.13

7 .

Dynami sm

3.29

1. 13

8 .

Elicit Other's Disclosure

3 . 38

. 92

9 .

Facilitate Enjoyment

3.05

1.20

10 .

Inclusion of Others

. 67

1.31

11.

Influence Perceptions of Closeness

.83

1.37

12.

Listening

3 . 27

.99

13 .

Nonverbal Immediacy

2. 51

1.38

14 .

Openness

1.38

1 .45

15.

Optimism

3.44

. 89

16.

Personal Autonomy

3.41

.99

17 .

Physical Attractiveness

2. 80

1.24

18 .

Presenting Interesting Self

2 .90

1.34

19.

Reward Association

1.30

1. 50

20 .

Self -Concept Confirmation

3 . 34

.96

21.

Self -Inclusion

1. 62

1. 50

22 .

S* .nsitivity

2.66

1.28

23 .

Similarity

2. 55

1.22

24 .

Support iveness

3 . 04

1. 04

25.

Trustworthiness

3. 2.3

1. 04

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Table 2

Summary of stepwise multiple regression analysis

Step/ strategy

Mult.
R

R Beta

prob.

1. Trustworthiness .52

2. Closeness .59

3. Interesting Self ,64

4. Altruism .66

5. Reward .67

6. Assume Eguality .68

27
34
41
43
45
47

.24
.23
.24
. 16
•.14
. 15

52 . 63
37 . 62
33 . 08
27 . 10
23 . 09
20.43

. 000
. 000
. 000
. 000
. 000
. 000

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Table 3

Correlations between affinity-seeking strategies and climate

Affinity-seeking strategy

Classroom Climate

1 .

Altruism

. 45*

2 .

Assume Control

. 09

3 .

Assume Equality

.41*

4 .

Comfortable Self

. 37*

5 .

Concede Control

- . 01

6 .

rnnvprQatinn Pnlp-Kppnin^

. 41*

7.

Dynamism

.42*

8.

Elicit Other's Disclosure

. 29*

9 .

Facilitate Enjoyment

.42*

10.

Inclusion of Others

- 15

11.

Influence Perceptions of Closeness

- . 28*

12 .

Listening

.40*

13 .

Nonverbal Immediacy

. 13

14 .

Openness

-. 10

15.

Optimism

. 32*

16.

Personal Autonomy

. 22*

17.

Physical Attractiveness

. 22*

18 .

Presenting Interesting Self

. 49*

19 .

Reward Association

-.16*

20.

Self -Concept Confirmation

.43*

21.

Self-Inclusion

-.02

22 .

Sensitivity

.43*

23 .

Similarity

.21*

24 .

Support iveness

. 49*

25.

Trustworthiness

. 52*

Multiple R

.41

R square

. 17

F value

30. 10

probability

. 000

Note

*p_ < .01

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