Abstract
ABSTRACT The authors investigated students’ (N = 262) perceived personal-relational and enacted-relational identity gaps (for communication instructors) as mediators for the relationship between students’ self-sabotage and students’ willingness to ask their communication instructors for help. The study offers empirical support for the communication theory of identity by observing personal-relational and enacted-relational identity gaps as mediators explaining the relationship between participants’ self-sabotage scores and their willingness to ask for help. Additionally, the study overviews the implications and outlines how communication instructors may combat student self-sabotage and identity gaps.
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