A Structural Equation Modeling Evaluation of the General Model of Instructional Communication

Abstract

The General Model of Instructional Communication introduced by McCroskey, Valencic, and Richmond (2004) is supported in its original conception by canonical data. This study, however, uses structural equation modeling (SEM) to provide a more detailed analysis. Although the model as originally hypothesized fits the data poorly, analysis of the SEM results suggests adjustments to the original model that substantially improve the model's fit. The revised model accounts for significant portions of the variance in the outcome variables, provides a more detailed explanation of the relationships involved, and has implications for future research. Bootstrapped parameter estimates suggest that the results are replicable.

Keywords:

• Big Three
• General Model
• Instructional Communication
• SEM

Notes

^a Cronbach's reliability is not applicable to single-item measures.

Additional information

Notes on contributors

James A. Katt

James A. Katt (PhD, University of Central Florida, 2003) is an associate professor in the Nicholson School of Communication at the University of Central Florida.

James C. McCroskey

James C. McCroskey (EdD Pennsylvania State University, 1966) is an emeritus professor of Communication Studies at West Virginia University and currently serves as a Scholar in Residence at the University of Alabama at Birmingham.

Stephen A. Sivo

Stephen A. Sivo (PhD, Texas A&M University, 1997) is an associate professor in the Department of Educational Research, Technology, & Leadership at the University of Central Florida.

Virginia P. Richmond

Virginia P. Richmond (PhD, University of Nebraska, 1977) is a professor and chair of the Department of Communication Studies at the University of Alabama at Birmingham.

Kristin M. Valencic

Kristin M. Valencic (EdD, West Virginia University, 2001) is a trainer and employment counselor at the Senior Employment Center, Parma, Ohio.