Semester
Summer
Date of Graduation
2010
Document Type
Thesis
Degree Type
MA
College
Eberly College of Arts and Sciences
Department
Communication Studies
Committee Chair
Scott A. Myers.
Committee Co-Chair
Megan R. Dillow
Committee Member
Christine E. Rittenour
Abstract
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.
Recommended Citation
Rudick, Charles K., "Students' perceptions of classroom justice and their use of politeness strategies" (2010). Graduate Theses, Dissertations, and Problem Reports. 711.
https://researchrepository.wvu.edu/etd/711