Beyond Silence: Developing a Multidimensional Communication Avoidance Scale for Higher Education
Research Square (Research Square),
Год журнала:
2025,
Номер
unknown
Опубликована: Апрель 1, 2025
Abstract
Background
Face-to-face
communication
remains
crucial
in
academic
settings,
yet
university
students
encounter
significant
challenges
personal
interactions.
Despite
the
importance
of
interpersonal
communication,
existing
measurement
tools
fail
to
comprehensively
address
complex
psychological,
cultural,
and
linguistic
barriers
experience.
This
study
aimed
develop
validate
a
specialized
scale
assess
face-to-face
avoidance
among
students,
providing
nuanced
understanding
factors
influencing
their
communicative
behaviors.
Methods
A
cross-sectional
was
conducted
at
Al-Azhar
University,
recruiting
411
from
two
Education
faculties.
Participants
completed
43-item
questionnaire
designed
measure
tendencies.
Exploratory
confirmatory
factor
analyses
were
employed
scale's
structure.
Statistical
techniques
included
Kaiser-Meyer-Olkin
test,
Bartlett's
Test
Sphericity,
loadings
calculation,
reliability
coefficient
assessment.
Data
analyzed
using
SPSS
version
27.0
AMOS
26.0,
with
significance
set
p
<
.05.
Results
The
analysis
revealed
robust
three-factor
structure
explaining
47.836%
total
variance:
Situational
Triggers
(16.597%),
Social
Conformity
Anxiety
(16.319%),
Introversion
(14.921%).
Factor
ranged
.565
.775
across
dimensions.
demonstrated
exceptional
psychometric
properties,
McDonald's
ω
values
between
0.877
0.898,
Cronbach's
α
0.876
0.897,
Composite
Reliability
0.854.
Confirmatory
confirmed
model's
excellent
fit,
indices
including
CMIN/DF
1.721
RMSEA
0.042.
Conclusions
Face-to-Face
Communication
Avoidance
Scale
provides
sophisticated,
culturally
sensitive
instrument
for
settings.
By
illuminating
multidimensional
nature
avoidance,
offers
researchers
educators
powerful
tool
developing
targeted
interventions
that
support
students'
development
promote
more
inclusive
environments.
Язык: Английский
Sustainable assistive technology and employment opportunities for graduates with disability: Mediating role of government support
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 2, 2024
Язык: Английский
Technological tools in English language teaching activities to deaf students
Carmen Gemaris Arroyo-Cedeño,
Dayana Yirley Zambrano-Mera,
Henry X. Mendoza-Ponce
и другие.
International journal of humanities literature & arts,
Год журнала:
2024,
Номер
7(1), С. 1 - 8
Опубликована: Янв. 10, 2024
A
study
of
the
impact
that
technological
tools
have
on
activities
teaching
English
language
to
deaf
students
is
shown.
The
difficulties
this
segment
student
population
has
in
relation
resources
or
materials
available
for
teaching-learning
process
language,
addition
they
development
these
skills.
In
sense,
research
adopted
a
mixed
qualitative-quantitative
approach.
objective
was
diagnose
used
learning
EGB
Liceo
"El
Oasis",
and
analyze
results
obtained
through
application
data
collection
instruments
designed
based
declared
variables.
result
causes
make
difficult
with
hearing
disabilities
demotivation,
according
50%,
indicating
cannot
establish
fluid
communication.
main
conclusion
revolves
around
EducaPlay
Educational
Software
can
contribute
skills
disabilities;
but
now,
teachers
do
not
know
about
type
application.
It
must
be
considered
case
studied
does
learn
at
same
pace
as
his
peers.
Язык: Английский
Introduction to the Special Issue: The post-COVID-19 psychological and educational effects on the home and school lives of students with developmental disabilities
Research in Developmental Disabilities,
Год журнала:
2024,
Номер
154, С. 104847 - 104847
Опубликована: Сен. 20, 2024
Язык: Английский