A model of downward abusive communication: exploring relationships between cognitive complexity, downward communicative adaptability, and downward abusive communication Item Type Thesis Authors Wallace, Elizabeth Adeline Download date 02/10/2021 11:21:45 Link to Item http://hdl.handle.net/11122/8299 A MODEL OF DOWNWARD ABUSIVE COMMUNICATION: EXPLORING RELATIONSHIPS BETWEEN COGNITIVE COMPLEXITY, DOWNWARD COMMUNICATIVE ADAPTABILITY, AND DOWNWARD ABUSIVE COMMUNICATION By Elizabeth Adeline Wallace RECOMMENDED: Department of Communication A MODEL OF DOWNWARD ABUSIVE COMMUNICATION: EXPLORING RELATIONSHIPS BETWEEN COGNITIVE COMPLEXITY, DOWNWARD COMMUNICATIVE ADAPTABILITY, AND DOWNWARD ABUSIVE COMMUNICATION A THESIS Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS By Elizabeth Adeline Wallace, B.S. Fairbanks, Alaska May 2012 iii Abstract A model was proposed to understand the antecedents of abusive supervision. Relationships were explored between cognitive complexity, downward communicative adaptability, and downward abusive communication. Superiors from various organizations were asked to take an online survey which measured superiors’ cognitive complexity, downward communicative adaptability and abusive supervision. There was no evidence to support H1, which linked cognitive complexity to downward communicative adaptability, but there was evidence for H2, which stated that downward communicative adaptability was negatively correlated with downward abusive communication. The RCQ proved to be reliable but its validity was questioned in the present study which is why H1 may not have been supported. iv Table of Contents Page Signature page.......................................................................................................................................i Title page ............................................................................................................................................. ii Abstract ................................................................................................................................................iii Table of Contents ...............................................................................................................................iv List of Figures.................................................................................................................................... vi List of Appendices ........................................................................................................................... vi Acknowledgments ............................................................................................................................ vii Chapter 1 Theory and Research .................................................................................................... 1 1.1 Abusive Supervision.......................................................................................................... 1 1.2 Cognitive Com plexity........................................................................................................ 3 1.2.1 C onstructs .................................................................................................................. 3 1.2.2 Cognitive Complexity ............................................................................................. 3 1.2.3 Effects of Cognitive Complexity.......................................................................... 4 1.2.3.1 Relational Compatibility .............................................................................. 4 1.2.3.2 Interpersonal Problem Solving ................................................................... 4 1.2.3.3 Perceptual Differentiation ............................................................................ 5 1.3 Communicative Adaptability........................................................................................... 6 1.3.1 Effects of Communicative Adaptability............................................................ 6 1.3.1.1 Interpersonal Attraction ................................................................................ 7 1.3.1.2 Friendship Formation .................................................................................... 7 1.3.1.3 Conflict Management .................................................................................... 7 1.4 Linking Cognitive Complexity to Communicative Adaptability............................. 7 1.5 Abusive Supervision.......................................................................................................... 9 v 1.5.1 Individual Difference Variables as Causes of Abusive Supervision........ 10 1.5.1.1 Personality Characteristics......................................................................... 10 1.5.1.2 Demographic Characteristics .................................................................... 10 1.5.1.3 Supervisors’ Beliefs.................................................................................... 11 1.6 Linking Communicative Adaptability to Abusive Communication..................... 11 1.7 Hypotheses......................................................................................................................... 12 Chapter 2 Research Methodology ............................................................................................... 14 2.1 Participants ....................................................................................................................... 14 2.2 Procedures ........................................................................................................................ 14 2.3 Measures ........................................................................................................................... 15 2.3.1 Cognitive Complexity ......................................................................................... 15 2.3.2 Downward Communicative Adaptability ....................................................... 16 2.3.3 Downward Abusive Communication .............................................................. 17 Chapter 3 Results ........................................................................................................................... 19 3.1.1 Linking Cognitive Complexity with Downward Communicative Adaptability ........................................................................................................................................................19 3.1.2 Linking Downward Communicative Adaptability and Downward Abusive Communication....................................................................................................................... 19 Chapter 4 Discussion ..................................................................................................................... 20 References ......................................................................................................................................... 25 vi List of Figures Figure 1: Illustration of the Hypothesized Relationships..........................................................2 List of Appendices Appendix A: Linking cognitive complexity to downward communicative adaptability.. 32 Appendix B: Linking downward communicative adaptability to downward abusive communication.................................................................................................................................. 33 Appendix C: IRB Approval .............................................................................................................34 vii Acknowledgements First and foremost, I would like to thank my advisor, Dr. Kevin Sager. Kevin encouraged me to pursue this graduate degree and his belief that I had the ability to do so was my main reason for venturing on this path. Several times along the way I was unsure of my ability to complete this task, but Kevin would not let me forget what he was so sure of. I would like to thank Kevin for all of the outside time and effort that he committed to me and my thesis. Kevin’s knowledge and support shaped this study, and myself as a researcher, along the way. I would like to thank Dr. Karen Taylor, a member of my committee, for her knowledge and support of my topic. Thank you for shaping my critical eye as my mentor and advisor through my undergraduate degree. I would also like to thank Dr. Jean Richey, a member of my committee, for the support and guidance she delivered not only through my thesis process, but also through my undergraduate career. I also must thank the communication department as a whole. I walked into UAF 7 years ago an immature, naive, and unsure student embarking on my undergraduate degree. Through the support and guidance of all of my instructors, interactions with fellow students, the relationships I formed with my students, friendships and bonds with fellow graduate teaching assistants, and the one and only Courtney Pagh, I would not be the student and scholar I am today. viii I want to thank my family. Their unconditional love and support produced an environment where I could thrive and grow as a human and a student. I want to especially thank my Grandfather Bill for encouraging learning and the belief that education is power to individuals that hold it. Finally, I would like to dedicate this thesis to my best friend, Alicia Pace Lawrence. Although she left this world far too soon, she had the real thirst for knowledge, and I attempt to honor that,