Webb and Thompson-Hayes (2002) Do popular collegiate textbooks in interpersonal communication reflect a common theory base? A telling content analysis

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Do popular collegiate textbooks in interpersonal communication reflect a common theory base? A telling content analysis

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CONTRIBUTORS:

	Author:	Webb, Lynne M. (University of Arkansas Fayetteville)
	Author:	Thompson-Hayes, Marceline E.

JOURNAL:

Communication education, 51(2), 210 - 224.

YEAR:

2002

PUB TYPE:

Journal Article

SUBJECT(S):

interpersonal communication theory, textbook analysis, content analysis

DISCIPLINE:

Communication/Journalism

HTTP:

http://www.journalsonline.tandf.co.uk/(kcx2fk55suguh5a5gpvw4445)/app/home/issue.asp?referrer=parent&backto=journal,15,16;linkingpublicationresults,1:109394,1

LANGUAGE:

English

PUB ID:

103-422-417 (Last edited on 2006/05/20 15:06:21 GMT-6)

SPONSOR(S):

ABSTRACT:
A content analysis of five popular lower-division textbooks in interpersonal communication revealed 37 common theoretical ideas that were discussed in at least three of the five textbooks. The common theories can be easily divided into four broad conceptual categories: (a) issues surrounding symbolic self; (b) issues of perception; (c) verbal skills, behaviors, and competencies; and (d) relational perspectives that view the interacting dyad as the relevant unit of analysis. The coders observed that the textbook authors tended to simplify and under reference theoretical material. A more detailed discussion of theory in subsequent editions of lower-division interpersonal communication textbooks is recommended.

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