Communication Studies

Narissa Punyanunt-Carter

Associate Professor of Communication Studies
RQ1: How can we make father-daughter relationships better?

      Father-daughter relationships are very important because of the impact that fathers can have on their daughters. Past research has shown that daughters who are dissatisfied with their communication interactions with their fathers are more likely to be involved in bad peer relationships, have unpleasant romantic endeavors, and make bad life-threatening decisions compared to daughters who are satisfied with their communication interactions with their fathers. The objective of my research is to help fathers and daughters communicate more effectively with each other. I have conducted research looking at father-daughter communication in which attachment style and family communication pattern are possible determinants of relationship maintenance behaviors, interpersonal communication motives, and, ultimately, satisfaction. My research has been very helpful for fathers and daughters, who do not have a good relationship with each other. In addition, my publications have helped counselors, family therapists, and psychologists to assist fathers and daughters with instrumental and rewarding communication techniques to increase satisfaction in their relationships with each other.

Punyanunt-Carter, N. M. (In progress). Father-Daughter Relationships: Examining Thai and American Family Communication Patterns, Motives, and Relationship Satisfaction.
Punyanunt-Carter, N. M. (2008). Father-daughter relationships: Examining family communication patterns and interpersonal communication satisfaction. Communication Research Reports, 25, 1-13. {Lead article}
Punyanunt-Carter, N. M. (2008). Using Equity Theory to Examine Relationship Maintenance, Communication Satisfaction, and Relationship Satisfaction in Father-Daughter Relationships. Human Communication. A Publication of the Pacific and Asian Communication Association, 11(1), 161 – 176.
Punyanunt-Carter, N. M. (2008). Father Daughter Communication. VDM Verlag Press.
Punyanunt-Carter, N. M. (2007). Using attachment theory to study communication motives in father-daughter relationships. Communication Research Reports, 24(4), 311-318.
Punyanunt-Carter, N. M. (2007). Using attachment theory to study satisfaction in father-daughter relationships. Human Communication, 10(2), 103-120.
Punyanunt-Carter, N. M. (2006). Understanding attachment theory and relationship maintenance in father-daughter relationships. The Family Journal, 14(2), 135-143.
Punyanunt-Carter, N.M. (2005). Father and daughter communication motives and satisfaction. Communication Research Reports, 22(4), 293-301.

RQ2: How can we improve retention and graduation rates through effective advising for college students (graduate and undergraduate)?

      Research has shown that learning does not always occur in the classroom. A number of valuable learning experiences take place throughout college students’ time at a university, one of which is the experience of obtaining advisement from a college advisor. Students are provided with direction and support from advisors and may find them a valuable asset to obtaining the required and preferential learning experiences, which they need to get the most of their college experience. However, research has also shown that all advisors may not be communicating effectively with their advisees. In turn, this lack and/or poor communication causes lower retention and graduation rates. Moreover, mentoring for graduate students is an important and pertinent part of the graduate school experience. Research has found that graduate students who are mentored have a more positive outcome and are more satisfied and encouraged than those with little or no mentoring. For that reason, it is important for graduate students to know how to effectively communicate with their advisors. My research has shown ways in which advisors and advisees can communicate better with each other to produce more beneficial outcomes. The results have a major impact for the advisors, the advisees, the colleges/universities, and faculty/staff. This research has been applied to numerous programs across the nation.

Punyanunt-Carter, N. M., & Wrench, J. S. (2005). Advisor-Advisee communication three: Organizational communication variables in the graduate Advisor-Advisee relationships. Paper presented at the National Communication Association’s Convention, Boston, MA. Punyanunt-Carter, N. M., & Wrench, J. (2008). Advisor-advisee three: Graduate students’ perceptions of verbal aggression, credibility, and conflict styles in advising relationships. Education, 12, 579-587. Punyanunt-Carter, N.M., & Wrench, J. (In Progress). The Advisor-Advisee Handbook. Kendall-Hunt Publishers Wrench, J. S., & Punyanunt, N. M. (2004). Advisor-Advisee communication: An exploratory study examining interpersonal communication variables in the graduate Advisor-Advisee relationship. Communication Quarterly, 52, 224-236. Wrench, J. S., & Punyanunt-Carter, N. M. (2005). Advisor-Advisee communication two: The influence of verbal aggression and humor assessment on advisee perceptions of advisor credibility and affective learning. Communication Research Reports, 22, 303-313. Wrench, J. S., & Punyanunt-Carter, N. (2006). Advisor-Advisee Five: Undergraduate vs. Graduate Perspectives of Advisor Interactional Justice, Sociocommunicative Style, and Credibility. Paper presented at the National Communication Association’s Convention, San Antonio, TX. Wrench, J. S., & Punyanunt-Carter, N. M. (2008). The Influence of Graduate Advisor use of Interpersonal Humor on Graduate Students. NACADA: Mentoring Journal, 54-72.