Because most instructional communication research has been conducted within the United States, the purpose of this study was to develop an enhanced understanding of the student-instructor relationship outside the United States using the instructional beliefs model and rhetorical and relational goals theory. Specifically, we examined the effects of perceived instructor rapport and instructor relevance on students' instructional beliefs (i.e., efficacy and empowerment), behaviors (i.e., participation and expressed academic concern), and perceived cognitive learning (i.e., learning indicators and cognitive learning) in France. Undergraduate and graduate students (N = 565) completed a Qualtrics survey including both self- and other-report instruments in reference to their most recently attended class. The results of multiple and stepwise regression analyses largely supported the hypotheses that student-instructor rapport and perceived instructor relevance have positive effects on students' instructional beliefs, communication approach behaviors, and perceived learning.

Framed using affection exchange theory, this study aimed to provide a better understanding of grandparent-grandchild relationships during adolescence and emerging adulthood by testing the mediating role of affectionate communication between the grandchild’s perception of grandparent-grandchild personality trait similarities and grandchildren’s emotional closeness with their grandparents. 710 French adolescents and emerging adults completed surveys in the context of their relationship with a specific grandparent. Results indicated that adolescents perceived more similarity in their agreeableness, conscientiousness, and neuroticism with their grandparents compared to emerging adults, but no significant difference was found for received grandparental affectionate communication. Adolescents also reported greater emotional closeness with their grandparents compared to emerging adults. Mediation analyses partially supported the hypothesized role of received grandparental affection between personality traits similarities and emotional closeness. These findings highlight the role of similarity in personality traits and the importance of affectionate communication to enhance emotional closeness.

We examined the cultural scope of affection exchange theory. Specifically, we tested the postulates that trait affection given and received covary with indicators of psychological well-being and that highly affectionate individuals are relationally advantaged. The sample consisted of 326 college-attending adult Slovaks. Correlational analyses supported the predicted associations between trait affection and depression, loneliness, stress, general mental health, and self-esteem. Additionally, results of t-tests indicated that individuals involved in a romantic relationship reported higher levels of trait affection compared to those not involved in a romantic relationship. Limitations and future directions are addressed in the discussion.

In response to the many calls for the advancement of cross-cultural communication research, we compared U.S. and French grandchildren's received grandparental affection and perceptions of their grandparents as ideal (i.e., grandparent attributes and behaviors that grandchildren believe characterize a desirable grandparent). A total of 456 young adult grandchildren from the U.S. (n = 171) and France (n = 285) completed the Grandchildren's Received Affection Scale (GRAS) and the Ideal Grandparent Scale (IGS) in reference to their relationships with a specific grandparent. Results of a MANOVA and an independent samples t-test indicated that, compared to French grandchildren, U.S. grandchildren scored higher on both the GRAS and the IGS. These findings are discussed in reference to how these differences may impact grandchildren and grandparents.

Grounded in Affection Exchange Theory's assumptions that affectionate communication fosters relational benefits and increases people's likelihood of survival, this study sought to examine young adult grandchildren's willingness to serve as their grandparents' caregivers as a function of received affection from their grandparents. Young adult grandchildren (N = 209) independently completed a questionnaire in reference to a specific, biological grandparent. The results of a multiple regression analysis revealed partial support for the hypothesized positive relationships between grandchildren's received affection from their grandparents and the grandchildren's willingness to care for their grandparents. These findings are indicative of both practical and theoretical implications.

The aim of this study was to validate a French version of the Grandchildren's Received Affection Scale (GRAS) and to assess the reliability of this scale. A sample of 285 French emerging adults completed the French translation of the GRAS and related measures. Results supported the four-factor model of the French GRAS grounded in Affection Exchange Theory by assessing it's factorial and construct validity. Thus, this study provides intergenerational relationship researchers and clinicians with a valid and reliable tool to assess French-speaking grandchildren's received grandparental affection.

We investigated the representation grandchildren have of the ideal features associated with the role of grandparents by validating a French version of the Ideal Grandparent Scale (IGS). Two studies were conducted to examine the psychometric properties of the IGS. A sample of 285 young adults (18–25 years old), randomly divided in two subsamples, completed the French Translation of IGS as well as four complementary scales (Grandchildren's Received Affection Scale, Parental Encouragement Scale, Shared Family Identity Scale, and the CES-D). We tested the factorial, construct and convergent validities as well as the reliability of the IGS. Results coincided with Mansson's and confirmed the good psychometric qualities of the scale. Getting a better understanding of the qualities associated with the role of grandparents by French grandchildren may provide an overview of the importance of the intergenerational bond.

This study examined grandchildren's use of relational maintenance behaviors when interacting with their grandparents and how these behaviors are associated with grandchildren's perceived communication satisfaction with their grandparents and grandparent provision of communication-based emotional support. Undergraduate students (N=238) reported on their relationships with the grandparent with whom they had the most recent interaction. Results indicate that grandchildren use (in descending order) the positivity, conflict management, tasks, assurances, networks, advice, and openness relational maintenance behaviors. Perceived grandparent provision of communicationbased emotional support and grandchildren communication satisfaction with grandparents were directly and positively related to grandchildren's use of relational maintenance behaviors.

This study sought to address the need for systematic, quantitative cross-cultural comparisons to extend our knowledge of the interplay between cultural backgrounds and human behaviors. Specifically, in this study, we compared young adult Danish, Icelandic, Polish, and American grandchildren's reports of received affection from their grandparents. The participants (N = 606) completed the Grandchildren's Received Affection Scale. Results of a multivariate analysis of variance (MANOVA) revealed significant cultural differences in grandchildren's reports of received affection from their grandparents. Thus, this study extends our understanding of how communicative behaviors differ across cultures; it is also indicative of practical, methodological, and empirical implications.

This study examined the extent to which college students’ perceptions of their instructors’ use of misbehaviors (i.e., antagonism, lectures, and articulation) is associated with students’ willingness to express academic performance concerns to their instructors. Undergraduate students (N = 173) completed a questionnaire in reference to their most recently attended class prior to the one in which the data were collected. Results of a multiple regression provided partial support for the hypothesized negative relationships between perceived instructor misbehaviors and students’ willingness to express academic performance concern to their instructors.

This study sought to address Hofstede and McCrae’s (2004) call for systematic cross-cultural comparisons of trait-like attributes. Specifically, we examined the extent to which Danish, Icelandic, Polish, and American adults’ trait affection given and trait affection received are (a) dependent on national origin, and (b) associated with Hofstede’s dimensions of cultures (i.e. individualism-collectivism, masculinity-femininity, power distance, and uncertainty avoidance). The participants (N = 606) completed a questionnaire in English that consisted of the trait affection given and trait affection received scales. Results of a multivariate analysis of variance and linear regression analyses revealed that people’s trait affection given and received are (a) dependent on national origin, and (b) associated with Hofstede’s dimensions of cultures.

Grounded in affection exchange theory (AET; Floyd, 2006), this study examined the extent to which affection received from grandparents is associated with grandchildren's perceptions of their grandparents and their grandparent-grandchild relationship (in the form of emotional closeness, shared family identity, and perceived availability of social support). Young adult grandchildren (N = 171) completed several instruments in reference to their relationship with a specific grandparent. The results of multiple regression analyses generally supported the hypotheses that received affection is associated positively with grandchildren's perceptions of their grandparents and their grandparent-grandchild relationship. These findings support AET's utility in the grandparent-grandchild relationship and the notion that grandparents often influence their grandchildren's perceptions of their family.

Based on the work conducted by trait psychologists, this cross-cultural investigation sought to examine young adults’ trait affection given and trait affection received in the U.S., Russia, and Slovakia as functions of (a) Hofstede’s four primary dimensions of national cultures (i.e. masculinity–femininity, individualism–collectivism, uncertainty avoidance, and power distance), and (b) national origin. Undergraduate students (N = 558) from the U.S. (n = 214), Russia (n = 169), and Slovakia (n = 210) completed a questionnaire in their native languages. The results of regression analyses and analyses of variances supported the notion that the four dimensions of national cultures influence people’s trait-like attributes and therefore also result in significant differences among the three countries examined in this investigation.

The purpose of this study was to examine the extent to which doctoral faculty advisors' reports of their advisees' use of relational maintenance behaviors are associated with the advisors' perceived relational characteristics (i.e., liking, communication satisfaction, relational satisfaction, trust, and control mutuality) and relational uncertainty (i.e., behavioral, mutuality, definitional, and future uncertainty). Doctoral faculty advisors (N = 141) completed a questionnaire in reference to their relationships with a specific doctoral student advisee. The results of canonical correlations largely supported the predictions in that the advisors' reports of their advisees' use of relational maintenance behaviors were associated positively with the five relational characteristics but associated negatively with the four types of relational uncertainty. These findings extend both extant relational maintenance and advisor-advisee research.

College students' academic performance is their primary concern (Houston, 1971), which is believed to hinder their learning unless managed either actively or passively (Boekaerts, 1993). Thus, the purposes of this investigation were to explore (a) how college students express concern about their academic performance to their instructors, (b) sex differences in expressed academic concerns, and (c) how these expressed academic concern behaviors are related to students' intrinsic motivation. The results of frequency counts, EFAs, a linear regression, and an independent samples t-test indicate that both male and female college students actively express academic performance concerns to their instructors. However, students' tendencies to express academic performance concerns were influenced positively by their level of intrinsic motivation. Moreover, the methods used coupled with the findings obtained in this study establish construct, content, and face validity of the Academic Concern Scale, which was developed in this study. Keywords: academic performance, concern, motivation, student-instructor interactions ********** The life of many college students is stressful and challenging (Medora & Woodward, 1986) because they often are concerned about their psychological health (Kitzrow, 2003), financial situations, future careers, personal lives, and academic performance (Harman, 1971; Strong, Hendel, & Bratton, 1971). Fortunately, college students prefer to manage their concerns by actively approaching their problems (Boekaerts, 1993). Thus, colleges offer services to help students manage their concerns, including financial aid offices, advising and career centers, disability services, counseling centers, health clinics, and tutoring centers. However, college students' primary concern is their academic performance (Houston, 1971), which they often discuss with their instructors (Cotton & Wilson, 2006; Martin, Myers, & Mottet, 1999) To date, however, instructional communication scholars have neglected to examine how college students express academic performance concerns to their instructors. This gap in the literature is perplexing because being concerned may inhibit students' learning (Boekaerts, 1993) and numerous researchers (Martin, Mottet, & Myers, 2000; Martin et al., 1999; Myers, Martin, & Knapp, 2005; Williams & Frymier, 2007) have argued that student-instructor interactions are essential to students' success. These studies focus on students' out-of-class communication with their instructors and students' motives for communicating with their instructors. This body of research indicates that students' tendencies to communicate with their instructors are associated with students' traits as well as their cognitive and affective learning. To extend this line of research, however, it is essential to first explore how, where, when, in what classes, how frequently male and female college students' express academic performance concerns to their instructors, and its association with students' intrinsic motivation. Academic performance refers to the quality of students' completed classroom activities, tests, and other assignments (Pintrich & Groot, 1990). Concern, however, is a more convoluted concept. Concern has been conceptualized as caring, worrying, and being interested (ABA, 1980; Concern, 2013; Winnicott, 1963). Other scholars have provided more detailed conceptualizations of concern, which indicate that concern is a psychological phenomena (Tolmacz, 2006) that arises as a result of a situational appraisal (Spillers, 2004) in which people perceive an imbalance between the and available resources to meet these demands (Boekaerts, 1993, p. 150). Boekaerts argued further that a perceived imbalance between tasks and resources can be either satisfying (i.e., the resources meet the task demands) or annoying (i.e., the resources are insufficient for the task demands). …

According to Socioemotional Selectivity Theory (Carstensen, 1995), people become emotionally selective as they grow older and therefore choose to sustain primarily their closest relationships (i.e., family relationships), including their grandparent-granchild relationships. Thus, to provide practical suggestions for grandchildren and parents of grandchildren, the purpose of this study was to examine what grandparents (N = 104) find most rewarding about being grandparents. The participants completed a survey in which they were asked to answer the question: "In your experience, what are the best parts of being a grandparent?" The 586 responses were coded in accordance with Braun and Clarke's (2006) recommendations for thematic analyses, which resulted in five distinct themes: maturation, mutual affection, pride, shared activities, and teaching and learning.

The present investigation sought to advance extant relational maintenance research in the context of grandparent-grandchild (GP-GC) relationships from the perspective of grandchildren. Specifically, this study examined the extent to which American grandchildren's use of relational maintenance behaviors with their grandparents is (a) dependent on grandchildren's and grandparents' biological sex, (b) dependent on family lineage (i.e., maternal versus paternal grandparents), and (c) associated with grandchildren's perceived GP-GC relational characteristics (i.e., trust, commitment, and control mutuality). Young adult American grandchildren (N = 220) completed a series of established instruments in reference to their relationships with a specific grandparent. The results of three MANOVAs and a series of Pearson correlations indicated that grandchildren's use of relational maintenance behaviors with their grandparents is not dependent on the grandchildren's or the grandparents' biological sex, nor is it dependent on family lineage. However, grandchildren's tendencies to sustain their GP-GC relationships were closely associated with their perceived GP-GC relational characteristics. These findings both corroborate and contradict extant GP-GC and relational maintenance research.