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| The influence of teachers’ language abstraction and advice types on junior middle school students’ advice taking in different situations |
| PU Kunhua, JI Hong, YIN Keli |
| School of Psychobgy, Yunnan Normal University, Kunming 650500 |
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Abstract Based on the JAS paradigm, this research took teachers as advisors and students as decision-makers. It collected four common situations in which teachers make advice to junior middle school students by questionnaire method, and prepares materials for the experiment. The experimental method was used to explore the influence of teachers' language abstraction and advice types on junior middle school students' advice taking in different situations.The results showed that when teachers made request-based advice, the more abstract the language, the more students adopt it; When teachers made imposing advice, the more specific the language, the more students adopt it. In the situation of performance problems, students were more willing to adopt abstract and request-based advice as well as specific and imposing advice. In the situation of violation of rules and disciplines, students were more willing to adopt specific and request-based advice as well as abstract and imposing advice. In the situation of learning attitude, students were more willing to accept request-based advice. In the situation of learning methods, students were more willing to accept imposing advice. The language abstraction and advice types expressed by teachers had an impact on the advice taking by junior middle school students, and the impact varied in different educational situations.
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