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Welcome to Dr. Goodboy's Communication Modeling and Measurement Lab page. The quantitative research conducted in our lab is centered around applying contemporary quantitative methods to best model and measure communication in interpersonal and instructional contexts. 

To accomplish our goals, we favor a general structural equation modeling approach to evaluate our data to model correspondence using techniques such as finite mixture modeling, causal mediation analysis, conditional process analysis, exploratory structural equation modeling, item response theory, multilevel modeling, and latent growth curve modeling, among other statistics, to best quantify causal learning effects. Most recently, our lab has been focused on longitudinal applications of SEM including latent transition analysis (i.e., using random intercepts) and intensive longitudinal modeling (i.e., dynamic structural equation modeling).

Former members include:

Zachary W. Goldman, Ph.D. (University of Louisville)
James P. Baker, Ph.D. (Mission College)
Stephen M. Kromka, Ph.D. (University of Tampa)
Kevin C. Knoster, Ph.D. (OGC Global)


Below are lab members and some of our current and ongoing collaborations:
 

Matt Shin

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Katherine Armstrong

Matt is a second year PhD student whose current research interests center around communication experiences in close relationships and include substantive areas such as romantic jealousy and relational turbulence processes. To study these topics he uses various latent variable modeling techniques such as factor analysis, latent growth curve modeling, and mixture modeling. He recently published an article on doctoral students’ motivation to persist in their studies and their susceptibility to engage in instructional dissent. He is currently conducting a study on romantic partners’ patterns of jealousy expression using latent profile analysis. To learn more about his research, you can visit his website: www.matt-shin.com.
Katie is a second year Ph.D. student whose research interests focus on student and instructor communication behaviors in classrooms. More specifically, Katie is interested in the role that student emotions play in students’ learning and classroom communication behaviors. She recently published a study using a within-subjects mediation model to reveal declines in student learning due to the COVID-19 pandemic and the necessary switch to emergency remote instruction. She is currently working on a project about medical mistrust of doctors in rural areas.
Rebekah is a first-year PhD student whose current research interests include relational turbulence, psychological reactance, and support. Rebekah is interested in studying social support and how it helps partners in close relationships and college students in classrooms persevere through difficult situations. She is currently modeling serial processes of students' psychological reactance to instructors' late work policies as well as their reactions to parental messages regarding alcohol.
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Rebekah Chiasson

Some of the recent publications from the Communication Modeling and Measurement Lab include:

Armstrong, K. E., Goodboy, A. K., & Shin, M. (2021). Pandemic pedagogy and emergency remote instruction: Transitioning scheduled in-person courses to online diminishes effective teaching and student learning outcomes. Southern Communication Journal. Advance online publication. https://doi.org/10.1080/1041794X.2021.2011954

 

Shin, M., Goodboy, A. K., & Bolkan, S. (2021). Profiles of doctoral students’ self- determination: Susceptibilities to burnout and dissent. Communication Education. Advance online publication. https://doi.org/10.1080/03634523.2021.2001836

Goodboy, A. K., Bolkan, S., & Shin, M. (2021). A mixture modeling perspective of relational turbulence theory in marriage. Communication Monographs. Advance online publication. https://doi.org/10.1080/03637751.2021.1951785

 

Goodboy, A. K., Bolkan, S., Kromka, S. M., & Knoster, K. C. (2021). Instructional dissent over the course of the semester. Communication Education, 70(4), 347-364. https://doi.org/10.1080/03634523.2021.1925718

Goodboy, A. K., Bolkan, S., Brisini, K., & Solomon, D. H. (2021). Relational uncertainty within relational turbulence theory: The bifactor exploratory structural equation model. Journal of Communication, 71(3), 403-430. https://doi.org/10.1093/joc/jqab009

 

Goodboy, A. K., Dillow, M. R., Knoster, K. C., & Howard, H. (2021). Relational turbulence from the COVID-19 pandemic: Within-subjects mediation by romantic partner interdependence. Journal of Social and Personal Relationships, 38(6), 1800-1818. https://doi.org/10.1177/02654075211000135

 

Kromka, S. M., & Goodboy, A. K. (2021). The effects of instructor self-disclosure on student affect and cognitive learning: A live lecture experiment. Communication Education, 70(3), 266-287. https://doi.org/10.1080/03634523.2021.1900583

 

 Knoster, K. C., Goodboy, A. K., Martin, M. M. & Thomay, A. A. (2021). What matters most? A prioritization of medical students’ preferences for effective teaching. Communication Education, 70(2), 183-200. https://doi.org/10.1080/03634523.2020.1841254

 

Knoster, K. C., & Goodboy, A. K. (2021). Making content relevant: A teaching and learning experiment with replication. Communication Education, 70(1), 4-26. https://doi.org/10.1080/03634523.2020.1788106

 

Knoster, K., Howard, H. A., Goodboy, A. K., & Dillow, M. R. (2020). Spousal interference and relational turbulence during the COVID-19 pandemic. Communication Research Reports, 37(5), 254-262. https://doi.org/10.1080/08824096.2020.1841621

 

Goodboy, A. K., & Martin, M. M. (2020). Omega over alpha for reliability estimation of unidimensional communication measures. Annals of the International Communication Association, 44(4), 422-439. https://doi.org/10.1080/23808985.2020.1846135

 

Bowman, N. D., & Goodboy, A. K. (2020). Evolving considerations and empirical approaches to construct validity in communication science. Annals of the International Communication Association, 44(3), 219-234. https://doi.org/10.1080/23808985.2020.1792791

 

Goodboy, A. K., Martin, M. M., & Bolkan, S. (2020). Workplace bullying and worker engagement: A self-determination model. Journal of Interpersonal Violence, 35(21-22), 4686-4708. https://doi.org/10.1177/0886260517717492

 

Goodboy, A. K., Bolkan, S., Sharabi, L. L., Myers, S. A., & Baker, J. P. (2020). The relational turbulence model: A meta-analytic review. Human Communication Research, 46(2-3), 222-249. https://doi.org/10.1093/hcr/hqaa002

 

Knoster, K. C., & Goodboy, A. K. (2020). A conditional process model of academic demands and student learning. Communication Education, 69(3), 335-355. https://doi.org/10.1080/03634523.2020.1713387

 

Bolkan, S., & Goodboy, A. K. (2020). Instruction, example order, and student learning: Reducing extraneous cognitive load by providing structure for elaborated examples. Communication Education, 69(3), 300-316. https://doi.org/10.1080/03634523.2019.1701196

 

Kromka, S., Goodboy, A. K., & Banks, J. (2020). Teaching with relevant (and irrelevant) storytelling in the college classroom. Communication Education, 69(2), 224-249. https://doi.org/10.1080/03634523.2019.1657156