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ERIC Number: ED172218
Record Type: Non-Journal
Publication Date: 1978-Aug
Pages: 34
Abstractor: N/A
Reference Count: N/A
Student Journals in the Communication Classroom: A Reassessment through Grounded Theory Development.
DeWine, Sue
College students in three interpersonal communication classes, all taught by the same instructor, participated in a study designed to develop a grounded theory of the effects of journal keeping on communication effectiveness perceptions. Two classes, comprised of a total of 58 students, were required to maintain semistructured student journals for the entire semester, while one class, comprised of 28 students, did not keep journals but completed term papers instead. The activities of all three classes were essentially the same except for the student journal/term paper variable. During the first and last weeks of class all students completed "Self-Discovery through Self-Analysis" exercises. Analysis of their responses indicated that the journal keeping group increased significantly over the nonjournal keeping group in positive self-assessment of communication behavior, feasibility of solutions to communication problems, and objective and realistic assessment of communication patterns. An analysis of three journals representing a cross-section of the journal keeping classes suggested that as self-disclosure increased self-assessment became more negative, and that as subjects became more realistic about their own communication behaviors they also became more realistic about the behaviors of others. (Tables of data and forms used in evaluating the self-analysis exercises and student journals are included.) (GT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A