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1.
This study focused on hurtful messages daughters-in-law (DILs, N = 132) reported receiving from mothers-in-law (MILs). Results reveal various hurtful message types: under- and overinvolvement, personal attacks, and hurt communicated to or through a third party. Grounded in attribution theory, we examined DILs’ attributions for MILs’ hurtful messages and their perceived agreement with their husbands’ reasoning for the message. Our findings illuminate distress-maintaining and relationship-enhancing attribution biases for MILs’ behaviors, such that DILs who were less satisfied with their MILs tended to make more internal attributions for MIL hurtful behaviors, and more satisfied DILs tended to make more external attributions. The degree to which a DIL believed she and her husband interpreted his mother’s behavior similarly was also important and positively predicted marital satisfaction. Findings addto the growing portrait of in-law communication, offering directions for hurtful messages and attribution theorizing in the in-law context. 相似文献
2.
When Hurt Continues: Taking Conflict Personally Leads to Rumination,Residual Hurt and Negative Motivations Toward Someone Who Hurt Us 总被引：1，自引：1，他引：0
Individuals sometimes are hurt by the comments of others, and residual feelings of hurt are experienced after the episode. Because of individuals’ tendency to ruminate, we argue that residual hurt and its consequences may be especially common among individuals who tend to take conflict personally (TCP). We hypothesized that TCP would be positively related to motivations to avoid and to seek revenge against offenders, and these relationships will be mediated by the link between rumination and residual hurt. To test our hypotheses, we conducted a survey among undergraduates about how they reacted to a hurtful message. We confirmed our hypotheses. 相似文献
3.
Michael E. Roloff 《Communication quarterly》2013,61(3):323-337
Based on a social role perspective, an individual's hurt and willingness to confront a face attack expressed by a romantic partner were hypothesized to vary with gender, type of face attack, and social context. Undergraduates responding to hypothetical scenarios revealed that when teased, women imagined they would be more hurt and more willing to confront their romantic partners’ attacks than did men. Men reported that they likely would perceive less audience support for confrontation than women. Men reported that they would be less likely than women to confront, regardless of social context. The effect of audience support and hurt are independent and both have comparable influence on willingness to confront. Our findings suggest that responses to hurtful messages are related to the messages’ emotional impact and gender norms. 相似文献
4.
This article discusses the validity of the incorporation of online communication in language education classes as a practice free of power politics. By examining blog activities in an advanced‐level Japanese‐as‐a‐Foreign‐Language classroom at a university in the USA, we show that the blog’s postings and readers’ comments evoke certain modes of governmentality – practices that shape one’s conduct – and define the space of a particular blog. This article illustrates two kinds of space created in blogs: that of language education in which ‘native speakers’ dominate ‘non‐native speakers’; and that of information exchange with less fixed relations of dominance, although participants’ behavior is regulated nonetheless. We suggest involving students in analyzing blog comments so that they can understand, and respond to, how the mode of governmentality works outside the classroom and how to transform relations of dominance that manifest themselves in online spaces. 相似文献
5.
Humor is one of the unique ways for human beings to express their feelings.It becomes one of the important topics in pragmatic study how the human system operates.This article introduces four maxims of Gricean cooperative principle and attempts to explore how humor in Friends,an American situation comedy is caused by violation of the principle and how to interpret humor in context.It will help us to understand English humor deeply so as to improve learners’ communicative ability of language. 相似文献
6.
中美作为世界上重要的两个大国,双方之间交流日益频繁。幽默是跨文化沟通有效的润滑剂,但是受各自国家文化的影响,不同国家的幽默在言语上有较大差异,因此对中美幽默在言语差异进行研究是非常有必要的。将从两部流行的情景喜剧《老友记》和《武林外传》中随机选取幽默台词各50条作为研究对象,从幽默的话题和幽默生成方法两个方面对其台词进行研究,发现中美双方在幽默话题以及幽默生成方法虽有相似之处,更多是明显的差异性：中方幽默话题主要是社会热点类,幽默生成方法主要是仿拟;而美国幽默话题主要是关于性,幽默生成方法主要是比喻;而这一差异重要是由于中美两国在语境上的差异同。 相似文献
7.
Matthew M. Martin Carolyn M. Anderson Patricia A. Burant Keith Weber 《Communication quarterly》2013,61(3):304-317
This study focused on verbal aggression in sibling relationships. The study examined the relationship between (a) verbal aggressiveness with satisfaction and interpersonal trust, (b) the relationship between teasing and verbal aggressiveness, (c) whether people more satisfied with their siblings report that receiving verbal aggression is more personally hurtful, and (d) whether sibling sex influenced verbal aggression in the relationship. Results support the destructiveness of verbal aggression in that verbal aggressiveness was negatively related to satisfaction and trust. Teasing was found to be positively related to being verbally aggressive. Sibling satisfaction was positively related to being hurt from receiving verbally aggressive messages. Results involving sex show that women are more satisfied and report using less verbal aggression and teasing than the other sibling dyads. Conclusions, future directions, and limitations are discussed. 相似文献
8.
We examined web‐based ratings and open‐ended comments of teaching‐award winners (n = 120) and research‐award winners (n = 119) to determine if teaching‐award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching‐award winners higher than research‐award winners on measures of teaching quality (i.e. helpfulness and clarity). A higher percentage of teaching‐award recipients relative to research‐award recipients received positive open‐ended comments about competence, use of humour, clarity, appearance and personality as well as both positive and negative open‐ended comments about level of course difficulty. We discuss implications of these findings for lending credibility to the RateMyProfessors.com indices and for promoting published faculty evaluations at post‐secondary institutions more generally. 相似文献
9.
Marianne Lafrance 《Gender and education》1991,3(1):3-13
Some would argue that sex discrimination in educational settings is on the wane. This paper, drawing especially from research undertaken in North American settings will contend however that the announcement of its demise is premature. Research shows that gender inequality in the classroom continues and is manifest in and maintained by a variety of overlearned, non‐conscious, verbal and non‐verbal messages initiated in interactions between teachers and students. This paper reviews four such ‘messages’. They include: (1) how teachers respond to verbal participation by female students; (2) how teachers’ discourse reveals subtle sex bias; (3) how teachers assist female and male students in unequal ways and; (4) how teacher non‐verbal messages feed sex‐based differences in present interests and future goals. The paper concludes with some suggestions for changing these messages and thereby reducing gender inequality in educational settings.. 相似文献
10.
Tasos A. Barbas Stefanos Paraskevopoulos Anastasia G. Stamou 《Learning, Media and Technology》2009,34(1):61-69
Despite the potential educational value of nature documentaries, the contribution of such films to environmental education is largely unknown. In the present study, we attempt to delineate the role of nature documentaries to the environmental sensitivity of students when the films are simply introduced to the class. More specifically, the present study experimentally checks whether students who have been exposed to a nature documentary on insects develop a greater level of environmental sensitivity towards those animals compared to students who have not. Moreover, we explore whether nature documentaries of a distinct type (i.e., verbal vs. non‐verbal) have a different effect on the students’ sensitivity. The results suggest that traditional nature documentaries have a positive effect on students’ sensitivity, while the non‐verbal, less conventional documentary is more effective in the development of environmental knowledge and feelings about insects. However, the non‐conventional approach is equally effective in the change in attitudes and beliefs as the verbal, ‘traditional’ one. Finally, the study discloses that students in general report more positive emotional reactions to insects than perceived knowledge and understanding. Although nature documentaries seem to improve all components of environmental sensitivity, they do not subvert the predominance of emotion over knowledge about insects. 相似文献
11.
Online courses are increasingly using asynchronous video communication. However, little is known about how asynchronous video communication influences students’ communication patterns. This study presents four narratives of students with varying characteristics who engaged in asynchronous video communication. The extrovert valued the efficiency of making video comments but saw little value in viewing the video comments of her peers. Somewhat inversely, the English language learner valued the video comments of her peers but lacked the ability to fully participate herself. The introverted student valued the flexibility and richness of asynchronous video but spent an inordinate amount of time recording her videos. Lastly, the instructor video messages helped the student with low self-regulation to progress in the course. 相似文献
12.
温珍琴 《赣南师范学院学报》2008,29(2):69-71
手机短信在语言材料、修辞方式、风格特征等方面有其显著特点。非公文事务型短信主要用于娱乐、交流情感等,具有诙谐幽默、语体多样、文符交叉等特点。 相似文献
13.
Conservation learning in wildlife tourism settings: lessons from research in zoos and aquariums 总被引：1，自引：2，他引：1
Zoos and aquariums have shifted their focus over recent years, taking a much more active role in wildlife conservation and in promoting conservation learning among their visitors. Research in these settings provides a valuable foundation for the emerging field of non‐captive wildlife tourism. In particular, valuable lessons regarding the potential impact of wildlife encounters on visitors’ conservation attitudes and behaviour can be drawn from research in zoos and aquariums. This paper explores those aspects of wildlife encounters that appear to contribute most to conservation learning. These include observing animals in their ‘natural’ environment; opportunities for close encounters with wildlife; opportunities to observe animal behaviour; engaging visitors emotionally; connecting with visitors’ prior knowledge and experiences; using persuasive communication; linking conservation goals and everyday actions; and providing incentives and activities to support visitors’ behaviour change. The extent to which wildlife tourists may be receptive to conservation messages is also considered, in light of research in zoos and aquariums. The implications of these findings for conservation learning in the context of non‐captive wildlife tourism are discussed and suggestions for future research in this area are made. Several methodological challenges facing the field are also discussed. 相似文献
14.
Emese Hall 《International Journal of Early Years Education》2009,17(3):179-190
Current English curriculum documents, namely the Practice Guidance for the Early Years Foundation Stage and Key Stage 1 of the National Curriculum, contain mixed messages about the role and value of drawing in early education. The documents state that children should be encouraged to explore their ideas, feelings and experiences through a range of means, including drawing, but drawing as a form of communication is predominantly seen as a pre‐writing skill. In the National Curriculum drawing exists as an element of the programme of study for art and design. However, it is argued here that presenting drawing as ‘art’ in the early years conveys a limited view of its place in children’s learning. Young children have many motivations for drawing for different purposes and in different contexts. These different purposes and contexts need recognition in both policy and practice. 相似文献
15.
16.
Fred L. Pincus Suzanne DeCamp 《Community College Journal of Research & Practice》2013,37(3-4):191-219
In order to study the factors promoting and inhibiting transfer and the attainment of the bachelors degree, we conducted telephone interviews with 48 minority students who had received Ford Foundation Upper Division Scholarships between 1971 and 1975 and who had transferred from a two‐year to a four‐year college. Each of the 24 pairs consisted of one bachelors degree recipient and one non‐recipient who were matched according to the following criteria: gender, race/ethnicity, age, parents education and occupation and initial community college major. In high school, the bachelors degree recipients had stronger academic backgrounds than the non‐recipients. In community colleges, the bachelors degree recipients were more likely to see their instructors and counselors as “helpful” and to be members of a campus organization than non‐recipients. In four‐year colleges, the bachelors degree recipients were less likely to have lost credits when they transferred and more likely to belong to student organizations and to see their classmates as “helpful” than non‐recipients. We relate these findings to previous research on the importance of social integration into college life. 相似文献
17.
Andrew B. Morris 《Educational studies》1995,21(1):67-83
Recent concern with the academic performance of schools has led a number of local education authorities to develop systems for measuring the ‘added value’ that can be attributed to particular institutions in their control. An analysis of data published by one Midlands shire county on the performance of A level candidates in 1992 raised questions about the relative levels of academic achievement of pupils who remained within the Catholic school system compared to those who transferred to local authority institutions for their full‐time education after the age of 16. A small representative sample of students from a Catholic school who had transferred to a non‐Catholic sixth form college to take A level courses was interviewed. The students’ comments suggested they found significant differences in the college ethos compared to that of their previous Catholic school. Those findings together with the analysis or the available data from the local authority, raise issues that merit further detailed research. 相似文献
18.
Julia D. Plummer 《International Journal of Science Education》2013,35(12):1571-1605
The US National Science Education Standards and the Benchmarks for Science Literacy recommend that students understand the apparent patterns of motion of the Sun, Moon, and stars by the end of early elementary school, yet no research has specifically examined these concepts from an Earth‐based perspective with this age group. This study examines children’s understanding of the patterns of apparent celestial motion among first‐grade, third‐grade, and eighth‐grade students, and investigates the extent to which these concepts develop from elementary to middle school in students without targeted instruction. Twenty students at each grade level (total n = 60) were interviewed using a novel interview setting: a small dome representing the sky, which allowed students to demonstrate their ideas. Analysis reveals that elementary and middle school students hold a variety of non‐scientific ideas about all aspects of apparent celestial motion. While the eighth‐grade students’ understanding of the apparent motion of the Sun shows a greater level of accuracy compared with the third‐grade students, across the majority of topics of apparent celestial motion, the overall level of accuracy shows little change from third grade to eighth grade. Just as prior research has demonstrated the need for instruction to improve children’s understanding of the nature of celestial objects and their actual motions, these results support the need for research on instructional strategies that improve students’ understanding of celestial motion as seen from their own perspective. 相似文献
19.
Inclusion of SEN students in mainstream classrooms constitutes an ambitious objective of the education system in Cyprus. The legislation currently in effect provides for a clear‐cut frame of action, largely based on the willingness of teachers in the mainstream school, who are expected to develop positive attitudes that encourage and support the coeducation of SEN and non‐SEN students. However, the impact of infrastructural insufficiency, prejudice and, above all, the lack of specific knowledge as regards special education, seems in many cases to pose obstacles that undermine any efforts made. The present study, based on recent research in the schools in Cyprus, aims at recording teachers’ perceptions and determining the factors that influence Cypriot teachers’ attitudes towards inclusion after the implementation of the new laws on special education in Cyprus. The findings of this research confirm that the provisions in the new laws have adopted the right course of action, although teachers’ feelings of inadequacy, non‐SEN students’ circumspection and SEN students’ hesitation have not yet been satisfactorily addressed. 相似文献
20.
蔡殿梅 《辽宁师范大学学报(社会科学版)》2014,(2):268-271
《最后一幕》是美国当代著名的后现代主义作家约瑟夫·海勒继后现代主义经典《第二十二条军规》之后的续集。如果说《第二十二条军规》以黑色幽默的形式揭露了第二次世界大战期间美国资本主义统治集团的腐败与荒谬,那么作为续集的《最后一幕》更以幽默诙谐的后现代主义叙事艺术形式,揭示了荒诞病态的美国现实世界,并且直接表现出"第二十二条军规"在90年代的美国社会更加肆无忌惮,疯狂肆虐,最终会使人类走向灭亡。从叙事视角、叙事结构、叙事语言和黑色幽默等方面探讨《最后一幕》独特的后现代主义叙事策略以及作品蕴涵的对当代美国"混乱""荒诞"病态现实的嘲讽,有着重要意义。 相似文献