The relationships among instructors’ antisocial behavior alteration techniques and student resistance

Abstract

This study examined the relationships between instructors’ use of antisocial behavior alteration techniques (BATs) and students’ use of teacher‐owned resistance strategies. College students (N = 190) completed questionnaires assessing their perceptions of their instructor's communication and their own behaviors in the classroom. Results of a canonical correlation suggest that a combination of higher levels of instructor use of the punishment from teacher, punishment from others, guilt, negative relationship, legitimate teacher authority, and debt BATs corresponds with a combination of higher levels of student resistance through teacher advice, teacher blame, appeal to powerful others, and modeling teacher's affect.