Recognizing Contributions: Face–Support and Face-Threat Influences Students’ Emotional and Communicative Responses

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 1 of 3 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 antisocial responses.

Keywords:

• Communicative Responses
• Emotional Responses
• (In)Equity
• Recognition
• Small Group

This manuscript is based on research conducted in fulfillment of a graduate-level course at West Virginia University. An earlier version of this manuscript was accepted to the Instructional Communication Division of the Eastern Communication Association for presentation at its annual meeting held in Pittsburgh, May, 2008.

Additional information

Notes on contributors

Carrie D. Kennedy-Lightsey

Carrie D. Kennedy-Lightsey (PhD, West Virgina University, 2009) is an assistant professor in the Department of Communication at Indiana U-Purdue U, Fort Wayne.