Abstract
This study examined the influence of gender and status on perceptions of affinity‐seeking strategies used by university instructors and on perceptions of student learning. Types of affinity‐seeking strategies used by graduate teaching assistants were significantly different than those used by professors. No significant difference was found between affinity‐seeking strategy use based on instructor gender. Positive correlations were found between affinity‐seeking strategies use and 1) student affinity toward instructor, 2) student affective learning, and 3) student self‐perceived cognitive learning.
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