國立虎尾科技大學 |

An Application of the Communication Theory of Identity to Examine Disabled College Students' Disability Identity Gaps and Communication Predictor and Outcome Variables.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Application of the Communication Theory of Identity to Examine Disabled College Students' Disability Identity Gaps and Communication Predictor and Outcome Variables./
作者:	Wood, Ceridyn Elizabeth.
面頁冊數:	1 online resource (142 pages)
附註:	Source: Masters Abstracts International, Volume: 84-03.
Contained By:	Masters Abstracts International84-03.
標題:	Disability studies. -
電子資源:	click for full text (PQDT)
ISBN:	9798841719977

An Application of the Communication Theory of Identity to Examine Disabled College Students' Disability Identity Gaps and Communication Predictor and Outcome Variables.
Wood, Ceridyn Elizabeth.

An Application of the Communication Theory of Identity to Examine Disabled College Students' Disability Identity Gaps and Communication Predictor and Outcome Variables. - 1 online resource (142 pages)

Source: Masters Abstracts International, Volume: 84-03.

Thesis (M.A.)--California State University, Sacramento, 2022.

Includes bibliographical references

Recent statistics from the Centers for Disease Control and Prevention (2020b) indicate that 61 million people in the United States have some sort of disability. Additionally, research from the National Department of Education Statistics (2021) indicates that the number of disabled undergraduate college students continues to rise as 19 percent of all enrolled undergraduate students in the 2015-2016 school year reported having a disability. While this research further indicates that disabled college students face a number of on-campus access and participatory challenges, it fails to consider that disabled college students may also face inconsistencies in their disability identities that, based on prior Communication Theory of Identity (CTI) research, might impact, or be impacted by, their communication satisfaction, communication apprehension, and communication competence. However, as there is a lack of research, specifically CTI research, on disability identity gaps and communication, the current study sought to fill this gap in the literature by examining the relationship between three disability identity gaps, the disability personal-relational identity gap, the disability personal-enacted identity gap, and the disability personal-communal identity gap, and three communication variables, communication satisfaction, communication apprehension, and communication competence. After administering a cross-sectional survey to a total of 223 university students, 30 being disabled and 193 being non-disabled, there were two significant findings. First, communication competence predicted the disability personal-enacted identity gap. In other words, the more communication competence disabled college students possessed, the less gaps they faced in their disability personal-enacted identities. Second, the disability personal-enacted identity gap predicted communication satisfaction. In other words, the more disability identity gaps disabled college students experienced, the less satisfied they were with their communication. As such, these findings suggest that a disabled individual's ability to perform and enact accurate depictions of their disability identity, and in turn be satisfied with the communication they experience, rests upon how competent they are in behaving in ways that reinforce this identity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798841719977Subjects--Topical Terms:

809395
Disability studies.
Subjects--Index Terms:

Communication apprehensionIndex Terms--Genre/Form:

554714
Electronic books.

An Application of the Communication Theory of Identity to Examine Disabled College Students' Disability Identity Gaps and Communication Predictor and Outcome Variables.
LDR:03864ntm a22004097 4500 001 1150609
005 20241028051810.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798841719977
035 $a (MiAaPQ)AAI29169874
035 $a AAI29169874
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wood, Ceridyn Elizabeth. $3 1477138
245 1 3 $a An Application of the Communication Theory of Identity to Examine Disabled College Students' Disability Identity Gaps and Communication Predictor and Outcome Variables.
264 0 $c 2022
300 $a 1 online resource (142 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 84-03.
500 $a Advisor: Omori, Kikuko.
502 $a Thesis (M.A.)--California State University, Sacramento, 2022.
504 $a Includes bibliographical references
520 $a Recent statistics from the Centers for Disease Control and Prevention (2020b) indicate that 61 million people in the United States have some sort of disability. Additionally, research from the National Department of Education Statistics (2021) indicates that the number of disabled undergraduate college students continues to rise as 19 percent of all enrolled undergraduate students in the 2015-2016 school year reported having a disability. While this research further indicates that disabled college students face a number of on-campus access and participatory challenges, it fails to consider that disabled college students may also face inconsistencies in their disability identities that, based on prior Communication Theory of Identity (CTI) research, might impact, or be impacted by, their communication satisfaction, communication apprehension, and communication competence. However, as there is a lack of research, specifically CTI research, on disability identity gaps and communication, the current study sought to fill this gap in the literature by examining the relationship between three disability identity gaps, the disability personal-relational identity gap, the disability personal-enacted identity gap, and the disability personal-communal identity gap, and three communication variables, communication satisfaction, communication apprehension, and communication competence. After administering a cross-sectional survey to a total of 223 university students, 30 being disabled and 193 being non-disabled, there were two significant findings. First, communication competence predicted the disability personal-enacted identity gap. In other words, the more communication competence disabled college students possessed, the less gaps they faced in their disability personal-enacted identities. Second, the disability personal-enacted identity gap predicted communication satisfaction. In other words, the more disability identity gaps disabled college students experienced, the less satisfied they were with their communication. As such, these findings suggest that a disabled individual's ability to perform and enact accurate depictions of their disability identity, and in turn be satisfied with the communication they experience, rests upon how competent they are in behaving in ways that reinforce this identity.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Disability studies. $3 809395
650 4 $a Higher education. $3 1148448
650 4 $a Personality psychology. $3 1180475
650 4 $a Communication. $3 556422
653 $a Communication apprehension
653 $a Communication competence
653 $a Communication satisfaction
653 $a Disability identity gaps
653 $a Communication theory of identity
655 7 $a Electronic books. $2 local $3 554714
690 $a 0459
690 $a 0201
690 $a 0745
690 $a 0625
710 2 $a California State University, Sacramento. $b College of Arts & Letters. $3 1467703
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Masters Abstracts International $g 84-03.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29169874 $z click for full text (PQDT)