Computer-Mediated Communication in Psychology Teaching: Influence of Cultural Background on E-Mail Content and on Appraisal

Autor/inn/en	Hansen, Miriam; Jucks, Regina
Titel	Computer-Mediated Communication in Psychology Teaching: Influence of Cultural Background on E-Mail Content and on Appraisal
Quelle	In: Psychology Learning and Teaching, 13 (2014) 3, S.218-231 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.2304/plat.2014.13.3.218
Schlagwörter	Foreign Countries; Computer Mediated Communication; Psychology; Electronic Mail; College Faculty; Teacher Attitudes; Teacher Student Relationship; Ethnicity; Communication Skills; Cultural Context; Intercultural Communication; Lexicology; German; Chinese; Communication (Thought Transfer); Hypothesis Testing; Cultural Background; Cues; Multivariate Analysis; Student Evaluation; Germany + Suchen Sie Ihr Suchwort? Ausland; Computerkonferenz; Psychologie; Elektronischer Briefkasten; Fakultät; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnizität; Kommunikationsstil; Interkulturelle Kommunikation; Lexikologie; Deutscher; China; Chinesen; Communication; thought; Kommunikation; Gedanke; Hypothesenprüfung; Hypothesentest; Stichwort; Multivariate Analyse; Schulnote; Studentische Bewertung; Deutschland
Abstract	A significant amount of communication between lecturers and students takes place via e-mail. This study provides evidence that two types of cultural cues contained in the e-mail impacts lecturers' linguistic adaptation to, and appraisal of, the student. A total of 186 psychology lecturers from universities in Germany answered a fictitious student's e-mail inquiry and reported their perceptions of the student. The inquiry was manipulated with regard to ethnicity (German, Chinese) and communication style (direct, indirect). Further, the participants answered to one of two versions that differed in the wording. This was done in order to study lexical alignment. In the German ethnicity and direct style conditions, lecturers aligned more of their words to those of the students; in the Chinese ethnicity and indirect style conditions, lecturers' responses were longer and more polite. When ethnicity and style were congruent, fewer negative appraisals were produced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01