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Self-perceived communication compete...

Madrigal, Karina.

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Self-perceived communication competence: Comparing first-generation college students, students whose parents had some college, and continuing-generation college students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Self-perceived communication competence: Comparing first-generation college students, students whose parents had some college, and continuing-generation college students./
Author:	Madrigal, Karina.
Description:	102 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3566314
ISBN:	9781303173110

Self-perceived communication competence: Comparing first-generation college students, students whose parents had some college, and continuing-generation college students.
Madrigal, Karina.

Self-perceived communication competence: Comparing first-generation college students, students whose parents had some college, and continuing-generation college students. - 102 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2013.

The present study compared levels of self-perceived communication competence between: (1) first-generation college students, students whose parents had some college, and continuing-generation college students; (2) male college students and female college students; and (3) college students whose first language is English and college students whose first language is Spanish. Participants were asked to complete the Self-perceived Communication Competence scale and to report the highest level of education completed by each of their parents, their gender, and first language, along with other demographic information. A multivariate analysis of variance (MANOVA) was used to evaluate differences among first-generation college students, students whose parents had some college, and continuing-generation college students. A second MANOVA was used to evaluate differences between female college students and male college students. A third MANOVA was used to evaluate differences between college students whose first language is English and college students whose first language is Spanish. MANOVA results found the following: (a) students whose parents had some college perceived themselves significantly less communicatively competent overall than continuing-generation college students; (b) first-generation college students perceived themselves significantly less communicatively competent when communicating in the public context than continuing-generation college students; (c) first-generation college students and students whose parents had some college did not perceive themselves significantly different in regards to self-perceived communication competence; (d) college students whose first language is Spanish perceived themselves significantly less communicatively competent when communicating with a friend receiver than college students whose first language is English; and (e) male college students and female college students did not perceive themselves significantly different in regards to self-perceived communication competence.

ISBN: 9781303173110Subjects--Topical Terms:

1035576
Education, Leadership.

Self-perceived communication competence: Comparing first-generation college students, students whose parents had some college, and continuing-generation college students.
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100 1 $a Madrigal, Karina. $3 2097997
245 1 0 $a Self-perceived communication competence: Comparing first-generation college students, students whose parents had some college, and continuing-generation college students.
300 $a 102 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Marie-Anne Mundy.
502 $a Thesis (Ed.D.)--Texas A&M University - Kingsville, 2013.
520 $a The present study compared levels of self-perceived communication competence between: (1) first-generation college students, students whose parents had some college, and continuing-generation college students; (2) male college students and female college students; and (3) college students whose first language is English and college students whose first language is Spanish. Participants were asked to complete the Self-perceived Communication Competence scale and to report the highest level of education completed by each of their parents, their gender, and first language, along with other demographic information. A multivariate analysis of variance (MANOVA) was used to evaluate differences among first-generation college students, students whose parents had some college, and continuing-generation college students. A second MANOVA was used to evaluate differences between female college students and male college students. A third MANOVA was used to evaluate differences between college students whose first language is English and college students whose first language is Spanish. MANOVA results found the following: (a) students whose parents had some college perceived themselves significantly less communicatively competent overall than continuing-generation college students; (b) first-generation college students perceived themselves significantly less communicatively competent when communicating in the public context than continuing-generation college students; (c) first-generation college students and students whose parents had some college did not perceive themselves significantly different in regards to self-perceived communication competence; (d) college students whose first language is Spanish perceived themselves significantly less communicatively competent when communicating with a friend receiver than college students whose first language is English; and (e) male college students and female college students did not perceive themselves significantly different in regards to self-perceived communication competence.
590 $a School code: 1187.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Speech Communication. $3 1017408
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710 2 $a Texas A&M University - Kingsville. $b Educational Leadership and Counseling Department. $3 2097998
773 0 $t Dissertation Abstracts International $g 74-10A(E).
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