Abstract
Professors are all too familiar with the various ways students attempt to influence them in order to obtain favorable academic outcomes. After numerous conversations and first-hand evidence exploring faculty members experiences of stress in academia, we have found that some faculty members experience a higher quantity and/or more aggressive student influence tactics than others. We have found that a potential reason for this is based on the social distance and similarity (or lack of similarity) in the professor-student dyad. Our essay outlines why these influence tactics often adversely affect faculty well-being, moderators to this relationship, and protective strategies against the negative effects of such influence tactics.
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