The Social Functions of Attributional Face Saving Tactics
School is a not only a forum for learning and achievement but is also an important social arena. Students respond to teacher directions, negotiate informal norms of conduct among classmates, argue and resolve conflicts as well as form friendships with another (e.g., Juvonen & Wentzel, 1996). In this chapter, I examine how students manage their public images in ways that promote social approval in the context of the classroom (cf. Baumeister, 1982; Leary & Kowalski, 1990). What is of specific interest is how students may try to “save face” as they do poorly in school.
Unable to display preview. Download preview PDF.
- Goffman, E. (1959). The presentation of self in everyday life. Garden City, NY: Doubleday Anchor.Google Scholar
- Jones, E. E., & Pittman, T. S. (1982). Toward a general theory of strategic self-presentation. In J. Suls (Ed.), Psychological perspectives on self (Vol. 1, pp. 231–262). Hillsdale, NJ: Erlbaum.Google Scholar
- Juvonen, J. (1996). Self-presentation tactics promoting teacher and peer approval: The function of excuses and other clever explanations. In J. Juvonen & K. R. Wentzel (Eds). Social motivation: Understanding children’s school adjustment (pp.43–65). New York: Cambridge University Press.CrossRefGoogle Scholar
- Weiner, B. (1992). Excuses in everyday interaction. In M. L. McLaughlin, M. J. Cody, & S. J. Read (Eds.), Explaining one’s self to others: Reason-giving in a social context (pp. 131–146). Hillsdale, NJ: Erlbaum.Google Scholar
- Weiner, B. (1995). Judgments of responsibility: Foundations for a theory of social conduct. New York: Guildford Press.Google Scholar