印象管理理論（Theory of Impression Management）在教育領域中學術應用

本期為大家介紹在教育等領域廣泛應用的理論模型——印象管理理論（Theory of Impression Management）。

什麼是印象管理理論？

印象管理理論（Theory of Impression Management，簡稱TIM）是由美國社會學家、心理學家Erving Goffman提出，該理論解釋了人們試圖管理和控制他人對自己所形成的印象的過程。該理論認為印象管理存在於人們的社會互動過程中，並通過控制他人所獲得的資訊，試圖影響他人對自己的看法和行為。變數包含：印象、共鳴、不協調、感知真實。

模型圖：

模型出處：

Goffman, Erving. (1959). The Presentation of Self in. Butler, Bodies that Matter.

模型變數:

1.    自變數：印象 。

2.    干擾變數：共鳴、不協調。

3.    依變數：感知真實。

印象管理理論認為一個人做出某種行為受到以下要素影響：

◆印象(Impression)

定義：接觸過的客觀事物在人的頭腦裡留下的觀感

EX: 我對那個人有好感

◆共鳴的(Resonant)

定義：不同心靈之間的共同反應

EX: 我對那個人的看法和你相同

◆不協調的(Discordant)

定義：不同心靈之間的不一致反應

EX: 我對那個人的看法和你不一樣

◆感知真實(Perceived reality)

定義：腦中對現實的認知

EX: 我認為他是紳士

文章推薦

本期，為大家推薦2篇印象管理理論的英文期刊論文，觸類旁通，總有一篇啟發你的學術靈感！

Teachers’ Views on Cyberloafing and Impression Management Tactics

Nartgun, Ş. S., Ekinci, S., Limon, I., & Tukel, H. (2017)

Journal of Education and Practice, 8(3), 28–36.

Keywords: Impression management, Cyberloafing, Teacher.

Abstract

The aim of this study is to identify secondary school teachers' employed in Nevsehir central district views on impression management tactics and cyberloafing. It also aims to determine whether there is a significant relationship between their views. The study was conducted in relational screening model. On the other hand, the universe of the study consisted of 316 secondary school teachers employed in Nevsehir central district during 2015-2016 academic year. Of the participants 55,4% were females and 44.6% were males. 40.5% of them had 1-10 years experience, 50% of them had 11-20 years experience and 9.5% had 21 and more years experience. 18% of the participants aged between 20-30; 62.3% of them aged between 31-40; 17.1% aged between 41-50 and finally 2.2% were 51 and over. Considering their graduation 94.3% had undergraduate while only 5.7% of them had graduate degree. Data were collected through Impression Management Tactics Scale and Cyberloafing Scale. In the analysis of the data, means and standard deviations were calculated; Mann Whitney U, Kruskal Wallis H and Spearman's Rho correlation analysis were conducted. According to results of the study, teachers apply to impression management tactics but not very frequently and the level of cyberloafing behavior was "occasionally." A positive low level significant relationship was found between teachers' views on impression management and cyberloafing.

Trainees’ perceived knowledge gain unrelated to the training domain: the joint action of impression management and motives.

Chiaburu, D. S., Huang, J. L., Hutchins, H. M., & Gardner, R. G. (2013).

International Journal of Training and Development, 18(1), 37–52.

Keywords: Trainees；Impression management

Abstract

Trainees' knowledge gains represent an important outcome in human resource development. In this research, we tested a model examining the joint influence of social desirability (impression management, self-deception) and motives (need for power, need for approval) on trainees' self-reported knowledge gain. We conducted a study with respondents who reported information related to individual differences and took a training program and reported their knowledge gain in domains that were both related and unrelated to the training program. Trainee unrelated knowledge gain was a function of the "joint" influence of individual "predispositions" (to impression manage or engage in self-deception) and "motives" (need for power, approval). Our findings suggest that impression management and self-deception are insufficient to influence respondents' reports of unrelated knowledge but do yield predictable patterns when examined with respondents' motives. We discuss these results and implications for human resource development research and practice.