Student Identification and Communication Instruction: An Examination of Identity Gaps as Predictors of Communication Satisfaction and Teacher Apprehension

Abstract

Authors observed three identity gaps (personal-relational, personal-enacted, and enacted-relational) as predictors of communication satisfaction and two identity gaps (personal-enacted and enacted-relational) as predictors of teacher apprehension in the context of communication instruction. Findings support communication theory of identity, which posits that identity is multilayered and manifests in communication. The authors argue that communication instructors may help their students increase their communication satisfaction (with instruction) and combat teacher apprehension by reducing identity gaps.

Keywords:

• Communication Apprehension
• Communication Satisfaction
• Communication Theory of Identity
• Identity Gaps
• Teacher Apprehension

Disclosure statement

No potential conflict of interest was reported by the authors.