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2018 | 23 (XXIII) | nr 25 (2) | 19--35
Tytuł artykułu

Self-Presentation Strategies Applied by Academic Teachers at Universities in Rzeszów and Their Potential Impact on Students: a Case of Self-Promotion and Exemplification

Warianty tytułu
Strategie autoprezentacji stosowane przez rzeszowskich wykładowców i ich potencjalny wpływ na studentów - autopromocja i egzemplifikacja
Języki publikacji
EN
Abstrakty
Artykuł podejmuje problematykę zastosowania strategii autoprezentacji w warunkach akademickich i zestawia je z ich potencjalnym wpływem na studentów. Dane przedstawione w artykule zostały wyekscerpowane z badań przeprowadzonych w lutym i marcu 2018 roku, odnośnie do zastosowania przez rzeszowskich wykładowców strategii ingracjacji, intymidacji, autopromocji, suplikacji i egzemplifikacji. Autoprezentacja to, w uproszczonych słowach, dobór zachowań mających na celu zarządzanie własnym wizerunkiem i tym jak postrzegają nas inni, podczas gdy strategia autoprezentacji to dobór środków do budowania konkretnego obrazu. Artykuł obejmuje grupę 100 rzeszowskich wykładowców akademickich, mężczyzn i kobiet, pomiędzy 26. i 62. rokiem życia. Badania przeprowadzone za pośrednictwem ankiety online wykazały, że autopromocja i egzemplifikacja były najrzadziej wybieranymi strategiami. Każda ze strategii objęła pięć powiązanych tematycznie pytań. Wynik ten może wynikać z faktu, że wykładowcy nie chcą być postrzegani jako próżni, lub zapatrzeni w siebie. Podczas konstruowania pytań autorka starała się dopasować je tematycznie do danej strategii na tyle na ile to możliwe. Cechy charakterystyczne każdej z dwóch strategii zostały wyodrębnione podczas budowania kognitywnej rzeczywistości wokół pytania. (abstrakt oryginalny)
EN
The paper analyzes the application of self-presentation strategies in academic surroundings, and juxtaposes them with potential impact they may have on students. The data presented in the article constitute an excerpt of research on the application of five self-presentation strategies, i.e. ingratiation, intimidation, self-promotion, supplication, exemplification by academic teachers in Rzeszów, Poland, conducted in February and March 2018. Self-presentation, in simplified terms, constitutes the choice of behaviours to intentionally manage the impressions that others form of us, whereas a self-presentation strategy encompasses means of behaviour used to create a desirable image. The study encompasses 100 academic teachers, both men and women, between 26 and 62, employed at universities in Rzeszów. The research conducted by means of an online questionnaire indicated that self-promotion and exemplification were the least frequently applied choices. The rationale behind this result may be found in teacher's reluctance to appear as showing off or being vainglorious. Each of the strategies was covered by 5 questions thematically connected to them. While constructing the questions, it was attempted to adjust them thematically to the strategy in question as strongly as possible. Characteristic features of the two strategies were taken into account while shaping the cognitive reality around a question. (original abstract)
Rocznik
Numer
Strony
19--35
Opis fizyczny
Twórcy
  • University of Rzeszów
Bibliografia
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Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171529922

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