Martin, Wilfred B. W. (1969) Preservation of self-esteem : a study in role distance. Masters thesis, Memorial University of Newfoundland.
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The theoretical background for this exploratory study is drawn from two areas: (1) the social psychology of role distance and role distance behavior, and (2) the sociology of classroom behavior. An attempt is made to demonstrate that what has been theorized about role distance and role distance behavior does, in fact, take place in everyday life. The study concentrates on: (1) the circumstances in the classroom teaching situation under which both major and minor role distance occur, (2) the situational expressions of both true and false role distance behavior, (3) the dimensions along which role distance behavior develops among junior high school students, and (4) the distinctiveness of both varieties of role distance behavior among the patterns of activities of students in the classroom. -- Two classrooms of a junior high school are selected for this investigation. A field design for the study of role distance and role distance behavior in the classroom is presented. It includes the operationalization of the concepts of role distance and role distance behavior, the procedures followed in gathering the data, and the methods used in analyzing it. -- The findings clearly demonstrate the empirical viability of role distance and role distance behavior theory; hidden dimensions were discovered and new conceptual distinctions made. Minor role distance was found to be more prominent than major role distance, and true role distance behavior was enacted more often than false role distance behavior. Both types were enacted during general and specific class activities. The categories of momentary expression, recurrent expression, and extended expression are generated from the data collected regarding situational expressions of role distance behavior. -- Several, though not all, of the preconditions of role distance behavior are found in behavior other than role distance behavior. By an examination of these related phenomena enacted in role abandonment, fear of inadequate performance, dislike for teacher, attempting to attract a relevant audience, and student frolic, the empirical boundaries of role distance behavior are more clearly delineated.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 109-110.|
|Department(s):||Humanities and Social Sciences, Faculty of > Sociology|
|Geographic Location:||Canada--Newfoundland and Labrador--Avalon Peninsula--St. John's|
|Library of Congress Subject Heading:||Role playing; Students--Newfoundland and Labrador--St. John's--Psychology|
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