Title

Recognizing Contributions: Face Support/Threat Influences Students' Emotional and Communicative Responses

Document Type

Article

Publication Date

2010

Publication Source

Communication Research Reports

Volume

27

Issue

1

Inclusive pages

27-29

Publisher

Routledge

Place of Publication

Philadelphia, PA

ISBN/ISSN

08824096

Peer Reviewed

yes

Abstract

This study examined students’ anticipated responses to inequitable group situations where they imagined they were the primary contributors to the group’s success. Participants (N = 315), assigned to one of three conditions (e.g., no verbal recognition, personal verbal recognition via saying “thank you” away from the teacher’s presence, and verbal recognition in front of the teacher), completed emotional and anticipated communication responses scales. Those who did not receive verbal recognition reported greater negative emotional responses than those who imagined verbal recognition in front of the teacher. Those who received verbal recognition in front of the teacher anticipated reduced anti-social responses.

Keywords

(in)Equity, Emotional Responses, Communicative Responses, Recognition, Small Group

Disciplines

Communication | Interpersonal and Small Group Communication

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