The “other” speech student: An empirical analysis of some interpersonal relations orientations of the reticent student

Abstract

This study attempted to develop and test a method of differentiating reticent from non‐reticent students using William Schutz's FIRO‐B measuring instrument. Comparing FIRO‐B scale scores of reticent and non‐reticent students, the following conclusions were drawn: (1) reticent students, unlike non‐reticent students, want more control than they express; (2) reticent students, to a greater degree than non‐reticent students, want more affection than they express; (3) reticent students express less inclusion than non‐reticent students; (4) reticent students want less inclusion than non‐reticent students; and (5) reticent students express less affection than non‐reticent students.