Literaturnachweis - Detailanzeige
| Autor/inn/en | Kearney, Patricia; und weitere |
|---|---|
| Titel | Effects of Teacher Immediacy and Strategy Type on College Student Resistance. |
| Quelle | (1986), (33 Seiten)
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| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Antisocial Behavior; Behavior Change; Classroom Techniques; College Students; Communication Research; Compliance (Psychology); Higher Education; Interpersonal Communication; Nonverbal Communication; Prosocial Behavior; Teacher Student Relationship; Teaching Methods |
| Abstract | A study investigated the effects of teacher nonverbal immediacy and strategy type on college students' likelihood of resisting teacher strategies for gaining compliance. Subjects were 629 undergraduate students randomly assigned to four separate conditions. They responded to four written scenarios that reflected the variables of teacher immediacy (immediate and nonimmediate) and behavior alteration strategy (prosocial or antisocial). Results indicated that the relative effectiveness of a prosocial or antisocial strategy type may be contingent on teachers' nonverbal immediacy. Specifically, students reported greater likelihood of resistance to those strategies which were asynchronous with teacher immediacy. An immediate teacher who employed prosocial strategies was resisted less than an immediate teacher who used antisocial techniques. Conversely, a nonimmediate teacher who employed prosocial techniques was resisted more than a nonimmediate teacher who used antisocial strategies. Based on these results, immediate teachers should probably continue to employ prosocial techniques for compliance, but nonimmediate teachers should avoid the use of prosocial strategies. Extended research should consider additional student behaviors and techniques representative of prosocial and antisocial types as well as the influence of other situational or relational factors on potential student resistance. Seven pages of references are included. The four scenarios are described in Table 1 (appended). (SRT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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