Feeling at risk but fearing negative evaluation: Personal vulnerability and concerns over self- presentation in medical settings

2006 ◽  
Author(s):  
Jodi Grace ◽  
James Shepperd
Keyword(s):  
At Risk ◽  
Negative Evaluation ◽  
Self Presentation ◽  
Medical Settings ◽  
Personal Vulnerability

Genderbashing: Sexuality, Gender, and the Regulation of Public Space

1996 ◽  
Vol 14 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Ki Namaste
Keyword(s):  
At Risk ◽  
Public Space ◽  
Gender Relations ◽  
Gender And Sexuality ◽  
Self Presentation ◽  
Gays And Lesbians ◽  
Research And Education ◽  
The City

In this paper I address the relations between gender and sexuality in violence generally known as ‘gaybashing’. I argue that a perceived transgression of normative sex-gender relations motivates most aggressive incidents. In practical terms, this means that men who are judged to be ‘effeminate’ and women deemed to be ‘masculine’ are those most at risk of assault, I also consider the implications of this insight for those individuals who live outside normative sex-gender relations (‘transgenders’). In this paper the ways in which public space is defined through gender arc also examined, such that an attack on gender outlaws or gays and lesbians is often an attempt to police one's self-presentation, Though gender and sexuality are thus intertwined, I investigate the ways in which these variables can be juxtaposed. An analysis of antiviolence activism in the city of Montréal provides the focus for this study. I conclude with a call for research and education on violence, which recognizes the role that gender plays in incidents of aggression, and which therefore accounts for the different experiences of violence faced by men, women, and transgenders.

scholarly journals A STUDY OF TENSE SHIFT AS A RESOURCE FOR IDENTITY CONSTRUCTION

2021 ◽  
Vol 03 (02) ◽  
pp. 74-86
Author(s):  
Shatha N. QAIWER
Keyword(s):  
Identity Construction ◽  
Narrative Structure ◽  
Negative Evaluation ◽  
Past Tense ◽  
Linguistic Features ◽  
Unexpected Event ◽  
Self Presentation ◽  
Progressive Aspect ◽  
Self And Other ◽  
Narrative Performance

This study focuses on tense variation as linguistic features of narrative performance using Schiffrin’s (1981) theory of tense variation supported by Labov’s (1972) and Ochs and Cap’s (2001) frameworks of narrative structure. It shows that historical present also performs evaluative function and appears in restricted clauses in progressive aspect indicating the overlap on time between two actions. Shifts into narrative past tense also perform an evaluative function and appears in contexts narrating unexpected event within the complication. Generic and nominalising actions are used to express negative evaluation of an opponent based on an earlier premise. These findings can bring new insights into the way politicians construct arguments in self and other presentation since nominalising negative actions implies comparing the self to an external other. This is achieved in association with stance taking and evaluative commentaries provided by politicians as strategies of positive self and negative other presentation. The study provides a detailed analysis of the linguistic features stated earlier in relation to identity construction and self-presentation exemplifying the use of HP

scholarly journals Preferred Internet Content and Social Anxiety as Drivers of Internet Addiction in Teens and Students

2021 ◽  
Vol 13 (2) ◽  
pp. 124-140
Author(s):  
E.Yu. Kazarinova ◽  
A.B. Kholmogorova
Keyword(s):  
High School Students ◽  
Social Anxiety ◽  
Internet Addiction ◽  
Negative Evaluation ◽  
The Internet ◽  
Social Avoidance ◽  
School Students ◽  
Self Presentation ◽  
Social Assessment ◽  
Distress Scale

The article presents the results of studying the connection between Internet addiction and social anxiety and the preferred types of Internet content among adolescents and young people studying in schools and universities. The sample consisted of 72 high school students of a secondary comprehensive school in Moscow aged 15 to 17 years (M=16), including 36 boys and 36 girls, as well as 72 junior students of Moscow universities aged 18 to 20 years old (M=19), of which 36 were boys and 36 were girls. The methodological complex included an Internet Addiction Test (K. Young), the original author's questionnaire of preferred Internet content, Social Avoidance and Distress Scale (SADS, Watson, Friend, 1969), Brief Fear of Negative Evaluation Scale (BFNE, Leary, 1983). It was revealed that the indicators of Internet addiction at the tendency level are higher in adolescents compared to students. Of the three components of social anxiety (social avoidance, social distress and fear of negative social assessment), only the indicator of fear of negative social assessment has a significant positive effect on the growth of indicators of Internet addiction in the combined group of respondents. The preference for content related to communication and self-presentation also has a significant impact on the growth of Internet addiction rates. Being overly concerned with other people's evaluations, seeking their approval, and focusing on self-presentation and social media communication all contribute to Internet addiction (increased time spent on the Internet, loss of control over it, as well as cognitive preoccupation with what is happening on the Internet).

scholarly journals The Communicative Strategy of Self-Presentation in Female Dialect Discourse (Based on Autobiographical Stories)

2020 ◽  
pp. 47-67
Author(s):  
Tatiana A. Demeshkina ◽  
◽  
Maria A. Tolstova ◽  
Keyword(s):  
Life Experience ◽  
Negative Evaluation ◽  
Character Traits ◽  
Moral Norms ◽  
Self Presentation ◽  
Objective Information ◽  
Subjective Information ◽  
Presentation Strategy ◽  
Age Related ◽  
Communicative Strategy

The article examines the communicative strategy of self-presentation in female dialect discourse. Female dialect discourse is understood as a gender-marked type of dialect discourse. On the one hand, it incorporates all the features of dialect discourse; on the other, it has a number of features due to the gender of the subject. The sources of the study were oral autobiographical stories recorded during dialectological expeditions organized by the staff of Tomsk State University from 1946 to the present time in the areas where Russian old-timer dialects of the Middle Ob region are in use. The description of self-presentation strategy tactics in the female dialect discourse includes the following stages: identification and typification of the main tactics; analysis of their content; description of their linguistic expression. Based on the nature of the data provided (presence or absence of a subjective evaluative component), the authors identified the key tactics implementing the strategy of self-presentation: transferring objective information and transferring subjective information. The tactic of transferring objective information about oneself involves the transfer of factual information of a logical nature, which is based on facts: age, marital status, presence/absence of children, profession, place of residence, etc. The tactic of transferring subjective information contains the respondent’s evaluation of their appearance, character traits, intellectual level, life experience, description of the emotional state, interests, demonstration of attitudes. A positive impression of oneself in female dialect discourse is verbalized through the creation of a worthy image that corresponds to social and moral norms. Women demonstrate the following character traits and life principles: diligence, honesty, decency, calm temper, cleanliness, hospitality, negative attitude to alcohol, etc. Life values and principles are expressed through a positive description of close relatives, contrast with other people, negative evaluation or condemnation of actions and moral qualities of other people. The transmission of negative information about oneself is associated with evaluations of one’s intelligence, memory, speech abilities, appearance, age-related changes, as well as the informants’ belonging to rural culture, low educational level, lack of qualifications and profession. The communicative self-presentation strategy tactics in female dialect discourse are verbalized using multilevel linguistic means: evaluative vocabulary, metaphors, comparisons, numerals, adverbs, and various types of statements.

Moving to Self-Present: An Investigation Into Proposed Antecedents of 2 x 2 Self-Presentation Motives

2015 ◽  
Vol 37 (5) ◽  
pp. 547-558 ◽  
Author(s):  
Timothy C. Howle ◽  
James A. Dimmock ◽  
Peter R. Whipp ◽  
Ben Jackson
Keyword(s):  
Self Efficacy ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Social Self ◽  
Education Students ◽  
Self Presentation ◽  
Physical Education Students ◽  
High School Physical Education ◽  
Agency And Communion ◽  
Context Specific

Two studies involving high school physical education students were conducted to investigate associations between 2 x 2 self-presentation motives and theorized antecedents. In Study 1 (n = 445), using path analysis, we found that positive predictive pathways emerged from fear of negative evaluation, trait agency and communion, self-presentational efficacy, and social self-efficacy to 2 x 2 motives. In Study 2 (n = 301), using cluster analysis, we found that approximately half the cohort was classified into a high motive endorsement cluster and half into a low motive endorsement cluster. The high cluster had significantly higher 2 x 2 motive, fear of negative evaluation, trait agency and communion, and self-efficacy scores. This work represents the first concerted effort to empirically examine proposed antecedents of 2 x 2 motives and serves to inform theorists and practitioners about dispositional and context-specific factors that may align with these motives.

scholarly journals The Visual Self

2021 ◽  
Vol 43 ◽  
pp. 41-66 ◽  
Author(s):  
Claudia Riesmeyer ◽  
Amelie Hagleitner ◽  
Pauline Sawatzki
Keyword(s):  
Negative Evaluation ◽  
Think Aloud ◽  
Self Presentation ◽  
Advertising Message ◽  
Knowledge Based ◽  
Think Aloud Protocols ◽  
Almost All ◽  
Advertising Literacy ◽  
Depth Interviews

This article analyzes adolescents’ self-presentation on Instagram, the role influencers might play in such content, and adolescents’ advertising literacy, defined as recognizing and evaluating advertising presented by influencers as well as using advertising knowledge. Based on 32 in-depth interviews and think-aloud protocols, this study identifies five types of self-presentation (staged, natural, covert, changed, and two-sided). Influencers were important benchmarks for almost all the adolescents interviewed; the participants each followed one or more influencers on Instagram and were inspired by the advertised products. Furthermore, they recognized influencers’ commercial interests and presentation strategies. Their positive or negative evaluations of these strategies were linked to their self-presentation and ranged from approval to rejection. A negative evaluation of advertising did not automatically lead to a rejection of the implied advertising message. A discrepancy between the adolescents’ knowledge and actions became clear when they admitted buying advertised products despite being critical of advertising or knowing which advertising mechanisms were being applied.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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