TY - JOUR
T1 - Temporal patterns and effects of perceived instructor compliance-gaining use
AU - Roach, K. David
N1 - Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 1994/7/1
Y1 - 1994/7/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=21344479783&partnerID=8YFLogxK
U2 - 10.1080/03634529409378980
DO - 10.1080/03634529409378980
M3 - Article
AN - SCOPUS:21344479783
VL - 43
SP - 236
EP - 245
JO - Communication Education
JF - Communication Education
SN - 0363-4523
IS - 3
ER -