Recognizing Contributions: Face Support/Threat Influences Students' Emotional and Communicative Responses
Communication Research Reports
Place of Publication
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.
(in)Equity, Emotional Responses, Communicative Responses, Recognition, Small Group
Communication | Interpersonal and Small Group Communication
Carrie D. Kennedy-Lightsey Dr. (2010).
Recognizing Contributions: Face Support/Threat Influences Students' Emotional and Communicative Responses. Communication Research Reports.27 (1), 27-29. Philadelphia, PA: Routledge.