anxiety/uncertainty management and its relationship to community as an anxiety management ...

212 Pages·2013·1 MB·English

ANXIETY/UNCERTAINTY MANAGEMENT AND ITS RELATIONSHIP TO COMMUNITY
AS AN ANXIETY MANAGEMENT MECHANISM: A MIXED METHODS,
ACROSS CASE STUDY OF ONLINE GRADUATE STUDENTS

by

MARYANN STARK WHITAKER

DANNY P. WALLACE, COMMITTEE CHAIR

JASON EDWARD BLACK
J. SUZANNE HORSLEY
CAROL BISHOP MILLS
MARGARET RICE

A DISSERTATION

Submitted in partial fulfillment of the requirements
for the degree of Doctor of Philosophy
in the College of Communication and Information Sciences
in the Graduate School of
The University of Alabama

TUSCALOOSA, ALABAMA

2013
Copyright Maryann Stark Whitaker 2013
ALL RIGHTS RESERVED

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ABSTRACT
This study examined student perceptions of community formation and maintenance as an
anxiety management mechanism before, during, and after a mandatory on campus orientation for
an online Master of Library Studies program. Anxiety/Uncertainty Management Theory
provided the theoretical foundation for the study. Twenty-one participants were drawn from 171
students enrolled in four successive online cohorts of the program. Participants completed a 40-
item online attitude questionnaire and a six-item online written interview. The questionnaire,
which was an analogue to the theory, was analyzed using descriptive statistics, and the interview
was analyzed along with a prior document analysis of the written materials provided to one of
the participating cohorts prior to the orientation.
Analysis generally supported the axioms of the theory, especially those associated with
seeking common ground with strangers as a basis for confidence about interacting, positive
expectations and suspension of negative expectations in their interactions with strangers, and the
desire for ethical interactions with strangers. Participants responded with strong agreement to
the statements of reduced anxiety when they perceived that they knew how strangers would
react, shared language or jargon, had an opportunity to realize and correct any mistakes in
communication, and that managing anxiety was a key to effective communication with strangers.
However, additional research under similar conditions is needed to further revise and refine the
theory and determine the extent of community as a crucial anxiety management mechanism.

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DEDICATION
Soli Deo Gloria

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ACKNOWLEDGEMENTS
The first of many thanks goes to my husband, J. Patrick Whitaker, whom I blame for
getting me into this in the first place, but whose love and constant encouragement enabled me to
finish. I am also thankful to my children, Jamie and Brian Drysdale, for cheering me on every
step of the way. I am grateful to my father, who passed away ten years ago, for teaching me his
incredible work ethic and love of learning, and my mother, who was so proud of me that she was
ready to brag about me to whomever would listen.
Academic thanks go to my committee chair, Dr. Danny Wallace, who made fabulous
suggestions regarding the methods for my study, let me make mistakes, challenged me to do my
best work, and guided me through the process graciously. I could not have asked for a more
caring or supportive advisor. I also thank my committee members, Dr. Jason Black, Dr. Suzanne
Horsley, Dr. Carol Mills, and Dr. Margaret Rice for being incredibly good teachers, mentors, and
friends throughout the process. I would be remiss if I did not also thank Dr. Beth Bennett for
chairing my Comps Committee, without whose assistance I could not have begun my
dissertation. These folks are among the best anywhere.
In addition, thanks to Dr. Marilyn Staffo for her cheerful willingness to help with the use
of the learning management system to complete my research, and to Dr. Heidi Julien, Beth
Riggs, Reggie Perkins, Cherry Pendley, and Retia Boone of SLIS for their invaluable assistance
with cohort coordination and information. Thanks to Dr. Elizabeth Aversa who suggested a
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study of the online MLIS program and plowed the road for me. Also, thanks to Dr. Shuhua Zhou
and Diane Shaddix for their marvelous administration of the graduate program.
Finally, thanks to Drs. Eric and Joann Williams, friends and colleagues who provided
moral, emotional, academic, and physical support throughout the program. I could be blessed
with better friends.
I need to acknowledge the genesis and evolution of this study, beginning with a pilot
project guided by Dr. Clay Davis when I was his research assistant my first semester in the
program. Some passages of this paper were excerpted from iterations of this project in several of
my doctoral courses: AIL 604 (Dr. Tim Lewis), CAT 689 (Dr. Margaret Rice), CIS 650 (Dr.
Suzanne Horsley), CIS 650 (Dr. Mary Meares), and CIS 652 (Dr. Beth Bennett). One of the best
pieces of advice I received upon starting the program was to gear as much of my course work,
research, and writing to my dissertation topic as possible. This proved to be wise counsel.
I sincerely apologize if I have forgotten anybody. Indeed, earning a doctorate is a
singular achievement, but it is not possible without a tremendous support system.

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CONTENTS
ABSTRACT ..................................................................................................... iii
DEDICATION ................................................................................................. iv
ACKNOWLEDGEMENTS ...............................................................................v
LIST OF TABLES ......................................................................................... viii
CHAPTER ONE – INTRODUCTION ..............................................................1
CHAPTER TWO – LITERATURE REVIEW ................................................27
CHAPTER THREE – METHODS ..................................................................50
CHAPTER FOUR – RESEARCH QUESTIONS & RESULTS .....................67
CHAPTER FIVE – CONCLUSIONS, IMPLICATIONS
& FUTURE RESEARCH ..................................................................107
REFERENCES ..............................................................................................141
APPENDICES ...............................................................................................151
IRB CERTIFICATION ..................................................................................203

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LIST OF TABLES
4.1 Groupings AUM of Axioms and Questionnaire Items ..............................72
4.2 Social Identity and Self-Image Average Responses to Questionnaire –
by Question/Cohort ..............................................................................74
4.3 Social Identity and Self-Image Numerical Distribution of Responses to
Questionnaire – All Cohorts ................................................................74
4.4 Feelings of Inclusion Average Responses to Questionnaire – by
Question/Cohort ...................................................................................76
4.5 Feelings of Inclusion Numerical Distribution of Responses to
Questionnaire – All Cohorts ................................................................76
4.6 Reactions to Strangers Average Responses to Questionnaire – by
Question/Cohort ...................................................................................78
4.7 Reactions to Strangers Numerical Distribution of Responses to
Questionnaire – All Cohorts ................................................................78
4.8 Categorizing Social Interactions Average Responses to Questionnaire
– by Question/Cohort ...........................................................................80
4.9 Categorizing Social Interactions Numerical Distribution of Responses
to Questionnaire – All Cohorts ............................................................80
4.10 Situations and Conditions Average Responses to Questionnaire – by
Question/Cohort ...................................................................................81
4.11 Situations and Conditions Numerical Distribution of Responses to
Questionnaire – All Cohorts ................................................................81
4.12 Connectedness to Strangers Average Responses to Questionnaire –
by Question/Cohort ..............................................................................83
4.13 Connectedness to Strangers Numerical Distribution of Responses to
Questionnaire – All Cohorts ................................................................83
4.14 Ethics and Fairness Average Responses to Questionnaire – by
Question/Cohort ...................................................................................85
4.15 Ethics and Fairness Numerical Distribution of Responses to
Questionnaire – All Cohorts ................................................................85
4.16 Anxiety, Uncertainty, Mindfulness and Effective Communication
Average Responses to Questionnaire – by Question/Cohort ...............86
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4.17 Anxiety, Uncertainty, Mindfulness and Effective Communication
Numerical Distribution of Responses to Questionnaire – All
Cohorts .................................................................................................86
4.18 Interview Coding Table Example – Anxiety Reducing/Coping
Mechanisms .........................................................................................89
4.19 Written Materials Given to 2009 MLIS Cohort – Acceptance through
Orientation ...........................................................................................94

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Chapter One

Introduction
Purpose of the Study
The purpose of this study is to determine the role of community formation and
maintenance, beginning with an on-campus orientation, in enabling online graduate students to
manage the uncertainty and anxiety of interacting with new people and an unfamiliar
environment as they progress from their encounter with people in the program through
graduation and into the professional milieu. The theoretical foundation for the study is
Anxiety/Uncertainty Management Theory (AUM), which was formulated by Gudykunst (1993,
2005) ostensibly for the purpose of facilitating intercultural communication. However, its first
thirty-nine axioms address managing anxiety and uncertainty to enable effective communication
in general, especially with respect to initial interactions with strangers (Gudykunst, 2004 &
2005). According to Gudykunst, “Managing anxiety over time is associated with developing
trust” (2005, p. 288) and developing close relationships with strangers necessarily involves some
degree of trust in order to overcome the fear associated with negative expectations. As
relationships evolve and become more intimate, communication becomes more personal, less
difficult, and minimizes misunderstandings (Gudykunst, 2004). In addition, increased trust
enables development of community as a mechanism of anxiety/uncertainty management.
Community involves cooperating with strangers to achieve shared goals, which figures
prominently in AUM as well. Ultimately, formation of communities in which members are able
to accept positive aspects of individual differences and negotiate respectfully with concern for
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