Comparing the effects of argumentation and facework on Americans and Chinese’ responses to advice in supportive interactions

Abstract

Advice is a culturally universal form of supportive communication. This study examined cultural similarities and differences between American (N = 248) and Chinese (N = 225) college students in their responses to advice messages that differ in terms of argument explicitness and use of facework. A 2 (articulation of response efficacy: presence vs. absence) × 2 (articulation of feasibility: presence vs. absence) × 2 (articulation of absence of limitations: presence vs. absence) × 2 (use of facework: presence vs. absence) experimental design was used in the study. A hypothetical problem situation (failing an exam) was employed in the design and three types of advice substance were included (talking to professor, studying with others, dropping the course). Participants were randomly assigned to read one of the hypothetical conversations in which they received advice from a friend about the problematic situation. The findings of this study demonstrated that, in both cultural groups, advice was more effective (resulting in higher perceptions of advice quality and facilitation of coping, as well as stronger intention to implement the advice) when advice givers outlined the efficacy of the advised action, explained the feasibility of undertaking the advised action, addressed the potential limitations of the advised action, and employed politeness strategies when giving advice. Theoretical and pragmatic implications of the study’s findings, as well as directions for future research are discussed.