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Psychology

D-Index
48
Citations
9500
World Ranking
5928
National Ranking
3217

Overview

Matthew M. Martin is affiliated with West Virginia University in the United States. Their research primarily spans the fields of psychology and social sciences, with a notable focus on social psychology, education, sociology and political science, clinical psychology, and management science and operations research.

Their scholarly contributions cover a spectrum of topics related to communication in education and healthcare, workplace violence and bullying, psychometric methodologies and testing, reliability and agreement in measurement, management and marketing education, job satisfaction and organizational behavior, and healthcare professionals' stress and burnout.

Recent publications by Matthew M. Martin include:

  • Omega over alpha for reliability estimation of unidimensional communication measures (2020) published in Annals of the International Communication Association
  • What matters most? A prioritization of medical students' preferences for effective teaching (2020) published in Communication Education
  • Workplace Bullying in Academia: A Conditional Process Model (2022) published in Management Communication Quarterly
  • Medical Students' Communication Preferences for the Ideal Surgical Educator (2023) published in Journal of surgical education
  • Inclusivity of students with special education needs and disabilities: memorable messages from teachers in secondary schools (2024) published in International Journal of Inclusive Education

Frequently collaborating coauthors include Alan K. Goodboy, Kevin C. Knoster, Alan Thomay, Carol Bishop Mills, and Cathlin V. Clark-Gordon. Among these, Alan K. Goodboy stands out as a frequent collaborator on multiple projects.

Matthew M. Martin's work is disseminated across diverse publication venues such as:

  • Annals of the International Communication Association
  • Communication Education
  • Management Communication Quarterly
  • Journal of surgical education
  • International Journal of Inclusive Education

Best Publications

  • A NEW MEASURE OF COGNITIVE FLEXIBILITY

    Matthew M. Martin;Rebecca B. Rubin

  • Instructor–Student and Student–Student Rapport in the Classroom

    Brandi N. Frisby;Matthew M. Martin

  • The cognitive flexibility scale: Three validity studies

    Matthew M. Martin;Carolyn M. Anderson

  • Development of a measure of interpersonal communication competence

    Rebecca B. Rubin;Matthew M. Martin

  • The personality profile of a cyberbully: examining the Dark Triad

    Alan K. Goodboy;Matthew M. Martin

  • Students’ motives for communicating with their instructors

    Matthew M. Martin;Scott A. Myers;Timothy P. Mottet

  • Why Employees Speak to Coworkers and Bosses: Motives, Gender, and Organizational Satisfaction:

    Carolyn M. Anderson;Matthew M. Martin

  • Teacher Self-Disclosure: Amount, Relevance, and Negativity

    Jacob L. Cayanus;Matthew M. Martin

  • The effects of communication motives, interaction involvement, and loneliness on satisfaction: A model of small groups.

    Carolyn M. Anderson;Matthew M. Martin

  • Test of a self‐efficacy model of interpersonal communication competence

    Rebecca B. Rubin;Matthew M. Martin;Steven S. Bruning;David E. Powers

  • The Relation Between Teacher Self-Disclosure and Student Motives to Communicate

    Jacob L. Cayanus;Matthew M. Martin;Alan K. Goodboy

  • The Relationships Between Cognitive Flexibility with Dogmatism, Intellectual Flexibility, Preference for Consistency, and Self-Compassion

    Matthew M. Martin;Sydney M. Staggers;Carolyn M. Anderson

  • The Development and Validation of the Student Communication Satisfaction Scale

    Alan K. Goodboy;Matthew M. Martin;San Bolkan

  • Subordinates' Satisfaction and Perceptions of Superiors' Compliance-Gaining Tactics, Argumentativeness, Verbal Aggressiveness, and Style

    Dominic A. Infante;Carolyn M. Anderson;Matthew M. Martin;Anita D. Herington

  • Students' Motives for Communicating with their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender

    Scott A. Myers;Matthew M. Martin;Timothy P. Mottet

  • Students’ perceptions of instructors’ socio‐communicative style and the influence on instructor credibility and situational motivation

    Matthew M. Martin;Joseph L. Chesebro;Timothy P. Mottet

  • Development of a communication flexibility measure

    Matthew M. Martin;Rebecca B. Rubin

  • The Relationship Between Perceived Instructor Aggressive Communication and College Student Involvement

    Scott A. Myers;Chad Edwards;Shawn T. Wahl;Matthew M. Martin

  • Students' Motives for Communicating with Their Instructors and Affective and Cognitive Learning:

    Matthew M. Martin;Timothy P. Mottet;Scott A. Myers

  • The relationship of argumentativeness and verbal aggressiveness to cohesion, consensus, and satisfaction in small groups

    Carolyn M. Anderson;Matthew M. Martin

Frequent Co-Authors

Scott A. Myers
Scott A. Myers West Virginia University
Alan K. Goodboy
Alan K. Goodboy West Virginia University
John Maltby
John Maltby University of Leicester

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