Smile(y) – and Your Students Will Smile with You?
| Autor: | Antonia Erz, Ana Javornik, Ben Marder, David Houghton, Lloyd C. Harris |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
impression management
Higher education emoticon Impression management Emoji emotion Predictor variables Interpersonal communication student evaluations Education Student evaluations Computer-mediated communication 0502 economics and business SWORD Task behaviour computer-mediated communication education business.industry communication Emoticons 05 social sciences 050301 education emoji Emoticon task behaviour Psychology business 0503 education Social psychology 050203 business & management |
| Zdroj: | Marder, B, Houghton, D, Erz, A, Harris, L & Javornik, A 2019, ' Smile(y) – and your students will smile with you? The effects of emoticons on impressions, evaluations, and behaviour in staff-to-student communication ', Studies in Higher Education . https://doi.org/10.1080/03075079.2019.1602760 |
| ISSN: | 1470-174X 0307-5079 |
| Popis: | Emoticon usage in computer-mediated communication (CMC) by university staff is potentially a double-edged sword in forming desired impressions in the minds of students, increasing perceived warmth but also decreasing perceived competence of the sender. Existing studies in higher education have provided little understanding of this trade-off. No work has examined effects of, first, emoticon usage on important educational outcomes (student evaluations, task behaviour), and second, potential moderators relevant within education (i.e. job title, institutional prestige, age of sender, assessment level). We contribute to this area of knowledge through three controlled experiments across different educational CMC settings (total n = 848). Generally, we find that emoticon use increases perceived warmth, which outweighs decrease in perceived competence of university staff, in that perceived warmth – but not competence – affects student evaluation and task behaviour positively. These findings hold largely irrespective of the moderators explored. Implications for higher education practitioners are provided. |
| Databáze: | OpenAIRE |
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