Listening Styles Profile Research Articles

The relationship between Empathy and listening styles is complex: implications for doctors in training

BackgroundEffective communication is the key to a successful relationship between doctors and their patients. Empathy facilitates effective communication, but physicians vary in their ability to empathize with patients. Listening styles are a potential source of this difference. We aimed to assess empathy and listening styles among medical students and whether students with certain listening styles are more empathetic.MethodsIn this cross-sectional study, 97 medical students completed the Jefferson scale of Empathy (JSE) and the revised version of the Listening Styles Profile (LSP-R). The relationship between empathy and listening styles was assessed by comparing JSE scores across different listening styles using ANOVA in SPSS software. A p-value less than 0.05 was considered significant.ResultsOverall, the students showed a mean empathy score of 103 ± 14 on JSE. Empathy scores were lower among clinical students compared to preclinical students. Most of the medical students preferred the analytical listening style. The proportion of students who preferred the relational listening style was lower among clinical students compared to preclinical students. There was no significant relationship between any of the listening styles with empathy.ConclusionOur results do not support an association between any particular listening style with medical students’ empathic ability. We propose that students who have better empathetic skills might shift between listening styles flexibly rather than sticking to a specific listening style.

Empathic and listening styles of first year undergraduate nursing students: A cross-sectional study.

Effective communication and empathy are fundamental to nurse-patient relationships and good nursing practice. Although the importance of listening is widely accepted in the nursing practice, little research exists regarding the empathic and listening styles of undergraduate nursing students. This study investigated empathic and listening styles of first year nursing students. A cross-sectional study of 135 first year Bachelor of Nursing (BN) students from one Australian university completed paper-based versions of the revised Listening Styles Profile (LSP) and Active-Empathic Listening Scale (AELS). Participants reported strong preference for 'people' listening style and 'responding' empathic listening process. No statistically significant differences were found between male and female students. People-oriented LSP was strongly correlated with the three stages of AELS, Content-oriented LSP was strongly correlated with Processing and with Responding AELS and Action-oriented LSP was strongly correlated with Processing AELS. It is not only important that communication skills training exists in the nursing curriculum but ensuring that knowledge learnt in the classroom is transferred to the clinical setting. Nurses must consistently implement active listening techniques and effective communication skills with all patients.

Listening Goals and Parasocial Relationships: How Listening Styles Impact the Development of Parasocial Relationships with Media Personas

ABSTRACT Recognizing the goal-directed nature of listening, this study investigates how listening style preferences relate to the development of parasocial relationships with hosts of popular media. Participants (N = 149) completed an online questionnaire which asked participants to identify their favorite media host(s), complete the revised listening styles profile, and complete a measure of parasocial relationships. The results of three exploratory research questions reveal that even with a wide variety of reported favorite media hosts, respondents frequently follow their favorite host(s) on social media and that YouTube, in addition to television, is a popular way to access rich visual and audio programming from host(s). Relational listening, in particular, emerges as an important predictor of the strength of parasocial relationships with media personas. We discuss theoretical and practical recommendations for future research at the crossroads of listening, interpersonal communication, and media studies.

Listening and interpersonal communication skills as predictors of resilience in occupational therapy students: A cross-sectional study

Introduction This study investigated whether listening and communication skills are predictive of occupational therapy students’ resilience. Method 135 third- and fourth-year undergraduate occupational therapy students (74% response rate) completed the Active-Empathetic Listening Scale, Listening Styles Profile – Revised, Interpersonal Communication Competence Scale, Resilience at University and Resilience Scale for Adults instruments. Linear regressions were completed with the Resilience at University and Resilience Scale for Adults subscales as the dependent variables and the Active-Empathetic Listening Scale, Listening Styles Profile – Revised and Interpersonal Communication Competence Scale subscales as the independent variables. Results Regression analysis identified significant predictors of students’ resilience. The Active-Empathetic Listening Scale: Sensing Listening accounted for 5% ( p = .009) and 4.3% ( p = .011) of the unique variance of Resilience at University: Find Your Calling and Living Authentically. Listening Styles Profile – Revised: Analytical Listening accounted for 4.4% ( p = .022) and 2.7% ( p = .038) of the unique variance of Resilience at University: Managing Stress and Maintaining Perspective. Interpersonal Communication Competence Scale: Self-Disclosure accounted for 6.7% ( p = .003), 3.6% ( p = .035) and 3.4% ( p = .047) of the unique variance of Resilience Scale for Adults: Social Resources, Resilience at University: Maintaining Perspective and Resilience Scale for Adults: Planned Future. Interpersonal Communication Competence Scale: Social Relaxation accounted for 8.5% ( p = .001) of the unique variance of Resilience Scale for Adults: Social Competence. Conclusion Components of listening and interpersonal communication were found to be significant predictors of resilience in occupational therapy students. Further investigation in this area of research is recommended.

Listening and Experiences of Interpersonal Transcendence

Interpersonal transcendence is a phenomenon marked by total immersion in an interaction, a deep sense of understanding, feelings of mutuality, new insight, and playfulness. Such experiences can be exhilarating, memorable, and rare. This study examines relationships between various listening dispositions and people’s propensity to experience interpersonal transcendence. Participants (N = 300) completed the Interpersonal Transcendence Scale (ITS) along with the Listening Styles Inventory (LSI), the Active Empathic Listening scale (AEL), and the Listening Styles Profile–Revised (LSP-R). Results indicated substantial relationships between ITS responses and the LSI and AEL. The LSP-R dimensions of Relational Listening and Analytical Listening were also related to ITS responses. Other results indicate that propensity to experience interpersonal transcendence is associated with minority group status and age.

The impact of undergraduate occupational therapy students' interpersonal skills on their practice education performance: A pilot study.

Interpersonal skills such as active listening, verbal communication and body language are essential competencies for occupational therapists, and students are expected to demonstrate these skills when completing practice placements. To investigate whether interpersonal skills are predictive of occupational therapy students' practice performance. A cross-sectional study was conducted involving third and fourth year occupational therapy undergraduate students (n=70). Students' interpersonal skills were measured using the Interpersonal Communication Competence Scale (ICCS), Listening Styles Profile (LSP-R) and Active-Empathic Listening Scale (AELS). Students' practice performances at the mid-way and final points of their placements were measured using the Student Practice Evaluation Form-Revised (SPEF-R). The relationships between students' interpersonal skills and practice performance were examined using univariate and multi-variate regressions. Higher ICCS Interaction Management subscale scores predicted better SPEF-R Self-Management Skills at the mid-way point through practice placements (β=1.93, SE=0.76), and better Professional Behaviours (β=1.28, SE=0.64) and better Service Evaluation Skills (β=2.84, SE=0.95) at the final SPEF-R completion point. Higher ICCS Empathy subscale scores predicted lower SPEF-R Documentation scores at the mid-way point (β=-0.81, SE=0.38), while higher ICCS Supportiveness subscale scores predicted lower mid-way SPEF-R Service Provision scores (β=-2.84, SE=1.77). No ICCS subscale scores were predictive of the SPEF-R communication, co-worker communication and information gathering subscale scores. As well, LSP-R and AELS subscale scores were not predictive of the SPEF-R subscale scores. While predictive relationships were not found between occupational therapy students' communication, co-worker communication and information gathering skills, this preliminary evidence indicates that students' interpersonal skills (including interaction management and empathetic supportiveness) were predictive of some notable SPEF-R competencies (including Professional Behaviours, Self-Management, Documentation, Service Provision and Service Evaluation). Therefore, students' exposure to professional interpersonal skills should be incorporated into the curriculum of academic education programs with the aim of better preparing them for practice education.

Validity and reliability of Persian version of Listening Styles Profile-Revised (LSP- R) in Iranian students

Background: Individuals’ listening styles differs based on their characters, professions and situations. This study aimed to assess the validity and reliability of Listening Styles Profile- Revised (LSP- R) in Iranian students. Methods: After translating into Persian, LSP-R was employed in a sample of 240 medical and nursing Persian speaking students in Iran. Statistical analysis was performed to test the reliability and validity of the LSP-R. Results: The study revealed high internal consistency and good test-retest reliability for the Persian version of the questionnaire. The Cronbach’s alpha coefficient was 0.72 and intra-class correlation coefficient 0.87. The means for the content validity index and the content validity ratio (CVR) were 0.90 and 0.83, respectively. Exploratory factor analysis (EFA) yielded a four-factor solution accounted for 60.8% of the observed variance. Majority of medical students (73%) as well as majority of nursing students (70%) stated that their listening styles were task-oriented. Conclusion: In general, the study finding suggests that the Persian version of LSP-R is a valid and reliable instrument for assessing listening styles profile in the studied sample.

Listening and communication styles in nursing students

Objective: In nursing, where communication is crucial for collaboration with colleagues, informing and reassuring clients as well as advocating. Use of appropriate styles is fundamental. Consideration of nursing students’ listening and communi cation styles is necessary to understand whether this area needs further enhancement in the curriculum. Yet, little information exists for nurse educators around this area. Methods: A cross-sectional study of Bachelor of Nursing students from one Australian university was conducted using paper-based versions of the Listening Styles Profile (LSP) and Communicator Style Measure (CSM). Findings revealed strong preference for ‘People’ listening style and ‘Friendly’ communicator style. Results: There were no significant differences between students across different stages of the course and only slight differences in preferences between genders. Preferences indicate appropriate communication for nursing, indicating underlying concern for the welfare of others. Conclusions: Results suggest that participants’ education had no effect on their preferences and may provide some information for educators aiming to develop such skills. Longitudinal studies of these attributes into the graduate year are recommended.

The Listening Styles Profile-Revised (LSP-R): A Scale Revision and Evidence for Validity

The Listening Styles Profile (LSP-16) is the most widely used self-report listening instrument in the communication discipline. Unfortunately, researchers have utilized the instrument despite its uncharacteristically low reliability estimates and unvalidated factor structure. The following manuscript presents results from two studies designed to address these limitations. Study 1 proposes a revised measure (Listening Styles Profile-Revised; LSP-R) based on four factors: relational, analytical, task-oriented, and critical listening. Study 2 was designed to further refine and provide validity evidence for the revised scale. Internal consistency estimates and latent variable test–retest correlations showed the LSP-R to be consistent over repeated administrations; the factors were related to number of listening, information processing, empathy, communication trait, and personality variables. Beyond identifying orientations toward attending to others, the instrument developed here possesses heuristic potential for investigating the role and positive potential of listening within a variety of specific research agendas and theoretical perspectives.

Who's Listening to Victims? Nurses' Listening Styles and Domestic Violence Screening

The current study applies the Listening Styles Profile (LSP16) to nurses and nursing students. Compared to a control group (n = 102), nurses (n = 188) and nursing students (n = 206) show marked differences in listening styles. The majority of participants were people-oriented listeners. People-oriented nurses tend to be more knowledgeable about domestic abuse, as well as hospital policies and procedures. They are also the most confident about their ability to identify and assist victims of domestic abuse. Content-oriented listening is also conducive to effective screening, but time-oriented and action-oriented listening may be detrimental to patients. Implications for nursing education and effective screening are discussed.

Listening and communication styles of undergraduate paramedic students

There is a need to identify if current undergraduate paramedic students have the appropriate attributes to ensure they are effective listeners and communicators and whether additional or specific elements need to be added to the paramedic curriculum. The objective of this study was to identify the listening and communication style preferences of undergraduate paramedic students at a major Australian university. Methods: a cross-sectional study using paper-based versions of the listening styles profile (LSP) and the communication styles measure (CSM) were administered to a cohort of students enrolled in the Bachelor of emergency health (paramedic). Ethics approval was granted. Results: students reported a preference for the people listening style and to a lesser extent, the content listening style. Consistent with this, they also reported a preference for the friendly and attentive communication styles and exhibited little preference for the dominant and contentious communication styles. Conclusion: the students’ self-reported preferences are well suited for the role of paramedic and it is likely that a disposition towards these styles of listening and communication also lead these people to enrol in a paramedic course given their preferences are associated with an interest and concern for the welfare of others.

Listening and Communication Styles of Undergraduate Occupational Therapy Students: A Cross-Sectional Study

Background: Listening and communication are two critical aspects of positive relationships. In the context of health care, they have been found to have a positive impact on many aspects of client care, including patient satisfaction, emotional wellbeing, and functional and physiological status. However, little is understood about the specific listening and communication styles exhibited by students enrolled in the health-related disciplines, including occupational therapy. The aim of this study was to investigate the listening and communication styles of undergraduate occupational therapy students. Method: This was a cross-sectional study of 210 students (response rate of 95.5%) enrolled in a Bachelor of Occupational Therapy (BOT) course, who completed paper-based versions of the Listening Styles Profile (LSP) and the Communicator Style Measure (CSM). Both the LSP and CSM are valid and reliable measures. Results: Participants reported a strong preference for the People listening style and the Friendly and Attentive communication styles. A moderate preference was also shown for the Content listening style. There were only two minor differences between participants enrolled in the different year levels of the BOT course, and only minor differences between the male and female students. Conclusion: The participants' reported preferences are well suited for the role of occupational therapy. The findings suggest that occupational therapy students exhibit a disposition towards listening and communication styles that are indicative of an underlying interest in the care and welfare of others and which are traits of the ‘helping, people-oriented’ professions. The implications of these findings are that it is important to consider the listening and communication styles of occupational therapy students during their professional education and while completing practice placement education.

Revisiting the Listening Styles Profile (LSP-16): A Confirmatory Factor Analytic Approach to Scale Validation and Reliability Estimation

The Listening Styles Profile (LSP-16) was developed to measure an individual's preferred listening style. One frequent criticism of the LSP-16 is the consistently low estimates of internal consistency. The following study addresses this concern using confirmatory factor analysis to assess both the latent constructs of the scale (i.e., People, Content, Action, Time) and the scale's reliability. Results suggest that listening style is multidimensional; however, additional scale development is needed to increase subscale reliability estimates. Suggestions for future research and development are provided.

Who are We as We Listen? Individual Listening Profiles in Varying Contexts

Using the Barker & Watson Listening Styles Profile (2000), this study investigates the adaptability of individual listening profiles to varying listening contexts (study, family, friends, work) and listening goals. A sample of 50 students completed the Listening Styles Profile for three different situations of their choice. Stability and variability of the profiles were explored. Results suggest considerable intraindividual variability in listening orientation. This may have ramifications both for further research and for listening training, since aspects of the situation and the setting need to be taken into account more systematically.

Listening Styles: Biological or Psychological Differences?

In this investigation, listening was conceptualized as the process of how individuals perceive, process, remember, and understand oral messages (Bostrom, 1990; Rhodes, 1989; Watson and Barker, 1984; Wolvin & Coakley, 1992). Using the Bem Sex Role Inventory (BSRI; Bem, 1976; Bem, 1985) and the Listening Styles Profile (Watson, Barker, & Weaver, 1995); four predominant listening styles were examined as a function of respondent sex and gender-role self-perception. Consistent with expectations, the data show that gender-role self-perception mediated reported listener styles. Independent of sex, the findings revealed that communal respondents prefer a people-oriented listening style; whereas agentic respondents prefer an action, time, and content-oriented listening style. Significant sex-differences were also evident in listening styles. Females reported a relational, people-oriented style of listening while males reported a more action, content, and time-oriented style of listening. Further, no sex by gender role self-perception interaction was evident. The implications of these findings for future research and application are discussed.

Individual differences in listening styles: Do you hear what I hear?

To what extent are personality characteristics linked with listening style preferences? To probe this question, a large sample of young adults (males, n = 898; females, n = 733) completed both the Eysenck Personality Questionnaire (Eysenck, Eysenck & Barrett, Personality and Individual Differences, 6, 21–29, 1985) and the Listening Styles Profile (Watson, Barker & Weaver, International Journal of Listening, 9, 1–13, 1995). Consistent with expectations, the findings revealed that distinctly different patterns of listening styles were associated with each of three personality dimensions. The psychoticism personality type was linked with a socially callous listening style. The extraversion personality type was associated with a friendly and supportive ‘people’ oriented listening style. The neuroticism personality type, on the other hand, was correlated with listening styles that minimized the time spent interacting with others.

The Listening Styles Profile (LSP-16): Development and Validation of an Instrument to Assess Four Listening Styles

Abstract The Listening Styles Profile (LSP-16) is a sixteen-item inventory designed to assess four distinct approaches—labeled people-, action-, content-, and time-oriented styles—to receiving information. Responses from a large sample of young adults were employed to evaluate the psychometric characteristics of the LSP-16. Specifically, an extensive scrutiny of the factor structure underlying the LSP-16 was conducted and the internal consistency, stability, and reliability of the four style subscales was assessed. The data at hand suggest that the Listening Styles Profile (LSP-16) may have considerable utility in clinical, training, and research environments for measurement and study of the ways that people prefer to listen.