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Abstract
This study developed and validated the Risk Knowledge Index (RKI). The RKI is designed as a simple measure of the degree to which an individual perceives he or she understands the nature of a specific risk. The study examined the criterion validity of the RKI using variables common in instructional communication: nonverbal immediacy, communication clarity, receiver apprehension, satisfaction, and perceived credibility. An individual's perceived understanding of a risk was significantly related to all of the variables in the study.
Notes
This factor analysis is unrotated.
For this study, a risk is “any activity or object that has the possibility of an adverse outcome.” We are surrounded by hundreds of risk messages every day. A “risk communicator” would then be a person or group of people who communicate the possible risk(s) of an activity or object. For further clarification, I offer these two examples:
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At a school board meeting, the district superintendent, Dr. Moses, informed parents of the possible hazards related to the asbestos removal currently underway in their children's schools. In this case, the risk communicator is Dr. Moses, and the risk message is the possible hazards related to asbestos removal. Additionally, the method used to communicate this risk was through a planned meeting.
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Dan is getting his prescription filled by his pharmacist, Dr. Wren. Dr. Wren sits down and counsels Dan about the possible side effects that his medication could have. In this case, the risk communicator is Dr. Wren and the risk message is examining the possible side effects that Dan's medication could have.
This paper represents a portion of the author's dissertation under the direction of Dr. James C. McCroskey and Dr. Perry Phillips.
