Temporal patterns and effects of perceived instructor compliance-gaining use

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.