Abstract
This study examined student perceptions of instructor compliance-gaining behavior and student affective and cognitive learning over a semester. Analysis of variance indicated significant differences among perceptions of instructor compliance-gaining behavior at the beginning, middle, and end of the semester. Significant differences were also found in levels of student affective learning over the semester. Student perceptions of instructor compliance-gaining significantly contributed to learning such that greater affective and cognitive learning was associated with less use of antisocial compliance-gaining techniques and more use of prosocial techniques.
Original language | English |
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Pages (from-to) | 236-245 |
Number of pages | 10 |
Journal | Communication Education |
Volume | 43 |
Issue number | 3 |
DOIs | |
State | Published - Jul 1 1994 |