6.8 KiB
| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Expectancy violations theory | 10/17 | https://en.wikipedia.org/wiki/Expectancy_violations_theory | reference | science, encyclopedia | 2026-05-05T10:06:53.972000+00:00 | kb-cron |
""Don't stalk' – and when you do, don't talk about it" Though an understanding exists among Facebook participants that users will use the site to keep track of the behavior of others in a number of ways, excessive monitoring is likely to be perceived as an expectancy violation. "Don't embarrass me with bad pictures" Users may have the ability to control which pictures they post on their own Facebook page, but they do not have the ability to control what others post. Posting and "tagging" unflattering pictures of others may create expectancy violations. "Don't mess up my profile" Several participants expressed annoyance of others who alter their profiles knowing that their alterations could be perceived negatively, though they did not mention changing their passwords or protecting themselves in other ways. "Choose an appropriate forum for messages" Messages can be sent between Facebook participants through 'Facebook messages', which are not public, or 'wall postings', which can be viewed by anyone specified in the user's privacy controls. Posting messages which may be perceived as private, embarrassing, or inappropriate to a wall posting can create expectancy violations. "Don't compete over number of friends" Facebook users maintain a running total of 'friends' on their profile which is viewable to others. Engaging in comparisons with others over this statistic can create expectancy violations. In 2010, Stutzman and Kramer-Duffield examined college undergraduates' motivations to have friends-only profiles on Facebook. Having a friends-only profile is a practical method to enhance privacy management on Facebook. The two authors made distinctions between intended audience, to whom one hopes to disclose the Facebook profile, and expected audience, a group of people by whom one thinks the Facebook profile has been viewed. The study indicated that "expectancy violations were identified as instances where an expected audience was not jointly identified as an intended audience". Facebook networks were categorized into different levels: strong ties of family and intimate friends, weak ties comprising "casual friends and campus acquaintances", and outsiders such as "faculty or administrators". According to the study, expectancy violations by weak ties showed greater relevance to the establishment of a friends-only profile among college undergraduates, compared to other Facebook network ties.
==== Electronic mail ==== Email has become one of the most widely used methods of communication within organizations and workplaces. When discussing expectancy violations with electronic e-mail, just as with other modes of communication, a distinction must be made between inadvertent violations of norms and purposeful violations, referred to as 'flaming'. Flaming is defined as hostile and aggressive interactions via text-based CMC. One form of expectancy violation in email is the length of time between the sending of the initial email and the receiver's reply. Communicator reward valence plays a large part in how expectancy violations are handled in email communications. In computer-mediated communication, people have expectations to others' online behaviors based on individual identity. In online contexts, violations are not simply assessed as positive or negative. Some violations are ambiguous such as e-mail response latency. In 2017, Nicholls and Rice stated that "when deviation is ambiguous, the communicator's reward value will mediate the perceptions of the deviation." Chronemic studies on email have shown that in organizations, responder status played a large part in how individuals reacted to various lapses in response to the previously sent email. Long pauses between responses for high-status responders produced positive expectancy violation valence and long pauses from low-status responders produced a negative expectancy violation valence. However, in the case of job interviews, long pauses between email for high-status candidates reflected negatively on their reviews. Expectations for email recipients to respond within a normative time limit illustrate the medium's capacity for expectancy violations to occur.
=== Academic environment === Permzadian and Shen assessed in 2024 that predictive validity of expectancy violation is not an accurate representation of a child's academic performance. It does, however, have a strong relationship with course grades and cognitive ability.
==== Teacher anger ====
McPherson, Kearney, and Plax examined teacher anger in college classrooms through the lens of norm violations. Naturally, teachers will become frustrated and angry with students in classrooms from time to time. How teachers express themselves and convey those emotions will determine how students respond and interpret those emotional demonstrations. The students judged the appropriateness of teachers' anger in classrooms in the modal expressions of distributive aggression, passive aggression, integrative assertion, and nonassertive denial. Students rated the aggressive expressions as highly intense, destructive, and inappropriate (or non-normative), including such behaviors as sarcasm or putdowns (most frequently cited), verbal abuse, rude and condescending behaviors toward students, and acts intended to demoralize students. The students described assertive displays as appropriate and less intense. Although anger is often considered to be a negative emotion, teacher anger is not necessarily a violation of classroom norms. Based on the study, intense and aggressive displays of teacher anger are considered socially inappropriate by students. These perceived norm violations result in negative evaluations of the teacher and the course. Because only integrative-assertive expressions of teacher anger were positively related to students' perceptions of appropriateness, the study concluded that teachers should avoid intense, aggressive anger displays and should rather assertively and directly discuss the problem with students.
==== Teacher dress ==== Clothing is considered a form of nonverbal communication. Dress communicates status, hierarchy, credibility, and attractiveness. Specific social codes dictate what forms of dress are appropriate in various cross-cultural contexts. When individuals wear clothing that is deemed inappropriate for a given situation, or when an individual's clothing does not seem to match their perceived status or attractiveness, this can constitute an expectancy violation. Studies on clothing and teacher perceptions have shown that when teachers wear formal attire, students rate their credibility higher. However, for high-reward teachers, clothing formality did not raise perceptions of attractiveness.