Teaching Assistant Argumentativeness and Perceptions of Power Use in the Classroom

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Abstract

This study explored the relationship between TA argumentativeness and self reports of power use in the classroom. Results indicated that TA argumentativeness was positively correlated with overall TA power use. Specifically, use of referent and expert power were positively correlated with TA argumentativeness. Significant differences existed between high and low argumentatives for overall power use. Significant differences between argumentativeness levels were also found for referent and expert power.

Original languageEnglish
Pages (from-to)94-103
Number of pages10
JournalCommunication Research Reports
Volume12
Issue number1
DOIs
StatePublished - Mar 1 1995

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