Abstract
This study investigates how graduate teaching assistants' (GTA) use of behavior alteration techniques (BATs) in class influences students' perceptions of their power and credibility. GTAs employ BATs through specific, strategic messages in their classes (Roach, 1991); what is not known is how these messages impact students' perceptions of credibility and power. Results indicate GTAs should be more concerned with establishing credibility via BATs, rather than focusing on power. Recommended BATs are those that communicate trustworthiness and caring. Utilizing a relational power and instructional influence theoretical lens (Mottet, Frymier, & Beebe, 2006), results further demonstrate the damaging effects of gaining compliance via antisocial BATs.
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