a Department of Communication , Baylor University.
b McCombs Business School , University of Texas at Austin.
Health Commun. 2018 Mar;33(3):326-337. doi: 10.1080/10410236.2016.1266578. Epub 2017 Jan 6.
This study investigates playing hooky in higher education classrooms and associates this behavior with students' communicative dispositions, instructor perceptions, and language use. We define "playing hooky" as students skipping class and explaining their absence to their instructor with deceptive health messages. The purpose of Study 1, an online survey (N = 177), is to further understand the characteristics of students who engage in this type of deceptive health communication. Study 1 measures communication apprehension and perceived instructor credibility in students who had played hooky from class and those who had not. Findings reveal that students who communicate playing hooky health messages (a) reported more instructor communication apprehension and (b) perceived the instructors with whom they had played hooky to be less credible. Study 2 uses facework theory and MEH analysis to reveal the different linguistic strategies students use to communicate (a) truthful health messages (N = 165) and (b) deceptive heath messages (N = 82) to their instructor following an absence. Results demonstrate that students' facework strategies are more geared toward saving instructors' negative face in the deceptive health message condition. Implications of both studies are offered.
本研究调查了高等教育课堂中的逃课行为，并将这种行为与学生的交际倾向、教师的看法和语言使用联系起来。我们将“逃课”定义为学生旷课，并向教师提供欺骗性的健康信息来解释他们的缺勤。研究 1 是一项在线调查（N=177），旨在进一步了解参与这种欺骗性健康沟通的学生的特征。研究 1 测量了逃课学生的交流恐惧和感知到的教师可信度，以及没有逃课的学生。研究结果表明，传播逃课健康信息的学生 (a) 报告了更多的教师交流恐惧，(b) 认为与他们逃课的教师可信度较低。研究 2 使用面子理论和 MEH 分析揭示了学生在缺勤后向教师传达 (a) 真实健康信息（N=165）和 (b) 欺骗性健康信息（N=82）时使用的不同语言策略。结果表明，在欺骗性健康信息的情况下，学生的面子策略更倾向于保护教师的负面面子。本研究提出了两个研究的意义。
