“You are such a great teacher and I hate to bother you but…”: Instructors' perceptions of students and their use of email messages with varying politeness strategies

Bolkan, San; Holmgren, Jennifer

doi:10.1080/03634523.2012.667135

Cited by 42 publications

(14 citation statements)

References 36 publications

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“…In the casual condition, the instructors reported less effect towards the student, viewed the student as less credible, felt the student had a negative attitude, and ultimately were less willing to comply with the student's request. Bolkan and Holmgren (2012) showed that university instructors judged students more positively when their e-mails were written in a polite style. In an e-mail, students asked the instructor to meet outside of regular office hours to discuss an exam grade.…”

Section: Appraisal In Cmcmentioning

confidence: 99%

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

Hansen

Jucks

2014

Psychology Learning & Teaching

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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.Sue, a university teacher of psychology, receives an e-mail from one of her students in which the student apologises for disturbing the teacher and gives a long explanation as to why she was unable on several occasions to attend her psychology course. Very politely, she asks the teacher to give her an opportunity to do extra work and still obtain her course credit. How will Sue respond to that email? What will she think of the student? This may depend, in part, on the communication style and wording of the e-mail, but it also may depend on stereotypes about the sender of the message. Especially in e-mail communication, stereotypes and expectations influence the impressions interaction partners have of each other

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Section: Appraisal In Cmcmentioning

confidence: 99%

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

Hansen

Jucks

2014

Psychology Learning & Teaching

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“…Le nombre de courriels envoyés aux enseignants dans les cours universitaires a augmenté considérablement au fil des ans (Bolkan et Holmgren, 2012;Stephens, Houser et Cowan, 2009), et ce phénomène concerne aussi bien les étudiants à distance que les étudiants sur campus, qui préfèrent utiliser le courriel pour adresser ainsi leurs demandes aux enseignants, plutôt que de le faire en face-à-face (Karabenick et Knapp, 1988a;Kitsantas et Chow, 2007).…”

Section: Nombre De Courrielsunclassified

Section: Teneur Des Courrielsunclassified

“…Les auteurs évoquent en vrac, par exemple, le contenu du cours, la méthodologie, l'abandon de la formation, les difficultés administratives (Béziat, 2003), ainsi que les demandes de rendez-vous (Bolkan et Holmgren, 2012), de résultats d' examen (BiesenbachLucas, 2007) ou de délai pour remettre un devoir (Woodfield et Economidou-Kogetsidis, 2010). Des études ont montré que la réception de tels courriels par les enseignants peut avoir des conséquences pour l'étudiant (Bolkan et Holmgren, 2012;Stephens et al, 2009). La réception d'un courriel informel peut en effet influencer l'affect de l' enseignant envers l' étudiant, sa perception de la crédibilité et de la qualité du message (Stephens et al, 2009), sa motivation à travailler avec l' étudiant, sa perception de la compétence de celui-ci (Bolkan et Holmgren, 2012) et celle de son succès académique futur (Bolkan et Holmgren, 2012;Stephens et al, 2009).…”

Section: Teneur Des Courrielsunclassified

“…La réception d'un courriel informel peut en effet influencer l'affect de l' enseignant envers l' étudiant, sa perception de la crédibilité et de la qualité du message (Stephens et al, 2009), sa motivation à travailler avec l' étudiant, sa perception de la compétence de celui-ci (Bolkan et Holmgren, 2012) et celle de son succès académique futur (Bolkan et Holmgren, 2012;Stephens et al, 2009). Un tel courriel peut influencer aussi la décision de l' enseignant à répondre de manière positive ou négative à la demande d'aide (Bolkan et Holmgren, 2012;Stephens et al, 2009), ce qui peut avoir un impact sur la persévérance et sur le succès académique de l' étudiant.…”

Section: Teneur Des Courrielsunclassified

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État des connaissances sur la demande d’aide : quel apport pour la formation universitaire en ligne?

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Rouissi

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Improving undergraduate students' email etiquette with computer‐based instruction

Farnsworth,

Thompson

2024

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Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer‐based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social‐validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants.

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“You are such a great teacher and I hate to bother you but…”: Instructors' perceptions of students and their use of email messages with varying politeness strategies

Cited by 42 publications

References 36 publications

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

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

État des connaissances sur la demande d’aide : quel apport pour la formation universitaire en ligne?

Improving undergraduate students' email etiquette with computer‐based instruction

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