SAGE Journal Articles

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Article 1: Roberts, C. (2010). Correlations among variables in message and messenger credibility scales. American Behavioral Scientist, 54(1), 43-56.

Summary: Although credibility is a complicated construct involving interrelationships among messenger, message, communication channels, and recipients, the most widely used credibility indexes seek to measure only one of those attributes at a time. This study used two widely used credibility scales to simultaneously measure message and messenger credibility. An analysis showed high correlations between the two scales and among their individual variables but still distinguished differences between messenger and message.

 

Article 2: Kenton, S. B. (1989). Speaker credibility in persuasive business communication a model which explains gender differences 1. Journal of Business Communication, 26(2), 143-157.

Summary:  This paper expands the model to include dimensions which explain gender differences in speaker credibility in persuasive business communication with support from the gender literature. Research propositions are suggested, and implications of this research are discussed.

While men and women are objectively equal on these dimensions, receivers perceive men as being more persuasive as speakers than women. In addition, these two dimensions do not account for other measures of credibility which affect persuasive business communication. 

 

Article 3: den Ouden, H., & van Wijk, C. (2011). Plagiarism: Punish or prevent? Some experiences with academic copycatting in the Netherlands. Business Communication Quarterly, 74(2), 196.

Summary: Students write papers in many of their courses to improve their writing skills and to foster an active attitude toward learning. Every year, they hand in hundreds of papers for teachers to assess. This stream may get polluted in two ways: by simple copying from Internet sources and by the exchange of text fragments between students. This article discusses how this practice poses a serious threat to any kind of valid grading of individual performances.