Temporal patterns and effects of perceived instructor compliance‐gaining use

Abstract

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.