Instructors' and Students' Perspectives of Student Nagging: Frequency, Appropriateness, and Effectiveness

Abstract

Nagging is a persistent tactic students use to persuade instructors. The purpose of this study was to compare student (n = 280) and instructor (n = 97) perceptions of student nagging in the classroom, and to examine the relationship between student nagging and instructor satisfaction. Results show that instructors perceive students as using four nagging strategies with significantly greater frequency than students do. In addition, students perceive all seven nagging strategies to be significantly more effective and appropriate than instructors. Finally, there is a significant relationship between particular nagging strategies and instructor satisfaction.

Keywords:

• Cognitive Dissonance
• Communication Competence
• Nagging
• Persuasion

This manuscript is based on the dissertation conducted by Katie Neary Dunleavy at West Virginia University, under the direction of Matthew M. Martin. An earlier version of this manuscript was presented to the Instructional Communication Division of the Eastern Communication Association at its annual meeting in Pittsburgh, May 2008.

Notes

Note. Frequency was assessed with one item rated with responses ranging from 1 (never) to 7 (always). Effectiveness was assessed with one item rated with responses ranging from 1 (never effective) to 7 (always effective). Appropriateness was assessed with one item rated with responses ranging from 1 (never appropriate) to 7 (always appropriate).

Additional information

Notes on contributors

Katie Neary Dunleavy

Katie Neary Dunleavy (PhD, West Virginia University, 2007) is an assistant professor in the Communication Department at La Salle University.

Matthew M. Martin

Matthew M. Martin (PhD, Kent State University, 1992) is a professor in the Department of Communication Studies at West Virginia University.