Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility

Abstract

This research comprises two studies examining the antecedents and outcomes of psychological reactance in teacher requests in the instructional context. In Study 1 we investigated the mediating role of reactance in the relationship of perceived teacher request politeness and teacher–student relationship distance with student resistance intention. In Study 2, we explored the effects of perceived teacher request legitimacy and teacher credibility on reactance and resistance intention. The results indicated that increases in the politeness of teacher requests and the closeness in teacher–student relationships combined to alleviate reactance and student resistance intention. In addition, teacher request legitimacy had a stronger effect on reactance than did teacher credibility.

Keywords:

• Psychological Reactance
• Request Politeness
• Request Legitimacy
• Relationship Distance
• Teacher Credibility
• Resistance Intention

Acknowledgments

An earlier version of this study was presented at the 2011 National Communication Association conference, New Orleans, LA. We thank the editor and two anonymous reviewers for their insightful comments on earlier drafts of this article.

Additional information

Notes on contributors

Qin Zhang

Qin Zhang (Ph.D., University of New Mexico, 2005) is an associate professor in the Department of Communication at Fairfield University

David A. Sapp

David A. Sapp (Ph.D., New Mexico State University, 2001) is a professor in the Department of English