Abstract
ABSTRACT The purpose of this longitudinal study was to model student trajectories of instructional dissent over the course of a semester. Participants were 312 undergraduate students who completed panel surveys on their worst course of the semester at three time points: during the beginning, middle, and end of a college course. Latent growth curve modeling revealed that, on average, expressive dissent slightly decreased, rhetorical dissent remained unchanged, and vengeful dissent slightly increased each month during the semester. Above and beyond the dissent growth process, student anger and hopelessness were independent and contemporaneous predictors of expressive and vengeful dissent at each time point.
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