This study examined advice interactions following infidelity. Participants (N = 213) completed a survey concerning an instance on infidelity and a subsequent advice interaction. Injured party perceptions of advice interactions were measured by examining advice messages, perceived face threat, and perceived face support, in addition to perceived effectiveness of the advice message. Results from this study showed no significant differences in perceived face threat, perceived face support, or advice effectiveness between different advice messages. Results also indicated both positive and negative face threat as negative predictors of advice effectiveness. While negative face support was a positive predictor of advice effectiveness, positive face support was a negative predictor. When controlling for relational closeness, negative face support was the only significant predictor of advice effectiveness.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-06-26T18:01:30Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Claudio Braz de Figueiredo.pdf: 526247 bytes, checksum: ac58547efa4bf056d40aa6ecac0b5d11 (MD5) / Made available in DSpace on 2017-06-26T18:01:30Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Claudio Braz de Figueiredo.pdf: 526247 bytes, checksum: ac58547efa4bf056d40aa6ecac0b5d11 (MD5) Previous issue date: 2017-05-08 / The present dissertation was developed in the Masters in Education of Unoeste, in the Area of concentration: Educational Institution and Educator Training. Research Line: Training and Pedagogical Practice of the Teaching Profession. The research investigated the management of a face-to-face support center of a private distance learning institution in the interior of the state of São Paulo. A qualitative approach was adopted, developing as a case study. Participants included: a polo manager, a polo coordinator, three tutors and fifteen students from the final stages of the courses, five of each of the courses: Pedagogy, Administration and Logistics. The data collection was performed through semi-structured interviews. The data were organized and interpreted using the technique of content analysis. The results indicated that the adopted management is characterized as centralizing, in which decisions are taken without the dialogue with the poles, this implies in damages to the use of available technological resources and pedagogical support and makes difficult the work of the tutor face-to-face. It is hoped that the results of this research may contribute to further research on Distance Education management, mainly in the context of the face-to-face support poles. / A presente dissertação foi desenvolvida no Mestrado em Educação da Unoeste, na Área de concentração: Instituição Educacional e Formação do Educador. Linha de pesquisa: Formação e Prática Pedagógica do Profissional Docente. A pesquisa investigou a gestão de um polo de apoio presencial de uma instituição privada de ensino superior a distância, do interior do estado de São Paulo. Adotou-se uma abordagem de natureza qualitativa, desenvolvendo-se como um estudo de caso. Como participantes da pesquisa contou-se com: um gestor de polo, um coordenador de polo, três tutores e quinze alunos das etapas finais dos cursos, sendo cinco de cada um dos cursos: Pedagogia, Administração e de Logística. A recolha de dados foi realizada por meio de entrevistas semiestruturadas. Os dados foram organizados e interpretados recorrendo-se à técnica de análise de conteúdo. Os resultados alcançados indicaram que a gestão adotada caracteriza-se como centralizadora, em que as decisões são tomadas sem o diálogo com os polos, isso implica em prejuízos à utilização dos recursos tecnológicos e de apoio pedagógico disponíveis e dificulta o trabalho do tutor presencial. Espera-se que os resultados desta pesquisa possam contribuir para novas investigações acerca de gestão da Educação a Distância, principalmente, no contexto dos polos de apoio presencial.