Abstract
This study addressed graduate teaching assistants' use of Behavior Alteration Techniques (BATs) in the university courses they teach. Analyses included an examination of how BAT use impacts student affective learning and a comparison of these findings with professorial BAT use/influence. Results indicated that BAT use is significantly related to student affective learning for graduate teaching assistants and for professors. Discriminant analysis revealed that high/low affective learning can be reliably predicted by BAT use.
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