Students' perceptions of classroom justice and their use of politeness strategies

The purpose of this study was to investigate how students' use of politeness strategies differed based on their perceptions of distributive, procedural, and interactional justice when they engaged in a face threatening act (FTA) with their instructors. Participants included 76 undergraduate students enrolled in undergraduate communication courses at a large mid-Atlantic university during the summer. Results revealed that students engage in all types of politeness strategies when speaking with their instructor, with students reporting the bald-on-record strategy the most frequently. However, students' use of politeness strategies did not significantly differ based on their perceptions of distributive, procedural, and interactional justice. Implications, limitations, and future research are discussed.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Communication Studies

Year dc:date.available

2010

Author dc:creator

• Rudick, Charles K.

Contributors dc:contributor

• Scott A. Myers.
• Megan R. Dillow
• Christine E. Rittenour

• Communication
• Educational sociology

Identifier

https://researchrepository.wvu.edu/etd/711

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1714