Keywords

Incivility, politeness theory, instructional communication, face, classroom incivility, facework, active incivility, passive incivility, instructor responses, classroom management

Abstract

This study examines levels of politeness in real time instructor responses to classroom incivility behaviors. Student participants were randomly assigned to view a video of an instructor responding to either passive or active student incivility behaviors in various ways. The responses were based on politeness theory conceptualizations of avoidance, mid-level politeness, or bald on record responses. A 2 (i.e., passive, active student incivility) x 3 (i.e., avoidance, mid-level, or bald on record instructor response) experimental design formed six conditions. High quality video simulations of a classroom environment, portraying one of the six conditions, were created to specifically address these dimensions. Participants took a web based survey and evaluated the instructor with respect to effectiveness, credibility, and impact on student motivation. Results demonstrate students had most positive responses to bald on record instructor responses to active student incivility. When responding to passive student incivility, a less harsh response (i.e., avoidance, mid-level), while not significantly different from a bald on record response, indicate better outcomes. Therefore, in accordance with politeness theory, instructors should consider the level of imposition created by uncivil student behavior when calibrating responses, as student perceptions can be greatly affected. Theoretical and practical considerations as well as avenues for future research are presented.

Notes

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Graduation Date

2015

Semester

Spring

Advisor

Miller, Ann

Degree

Master of Arts (M.A.)

College

College of Sciences

Department

Communication

Degree Program

Communication; Interpersonal Communication

Format

application/pdf

Identifier

CFE0005746

URL

http://purl.fcla.edu/fcla/etd/CFE0005746

Language

English

Release Date

May 2018

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Open Access)

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