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Communication Education Volume 43, 1994 - Issue 3
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Original Articles

Temporal patterns and effects of perceived instructor compliance‐gaining use

K. David Roach Assistant Professor of Communication Studies, Texas Tech University, Lubbock, TX, 79409–3083
Pages 236-245 | Published online: 18 May 2009

Citations (29)

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Meghnaa Tallapragada. (2018) A new research agenda: instructional practices of activists mobilizing for science. Communication Education 67:4, pages 467-472.
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DanielH. Mansson. (2014) Students’ Expressed Academic Concern, Learning Outcomes, and Communication Motives. Western Journal of Communication 78:3, pages 274-286.
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MarissaA. Pytlak & MarianL. Houser. (2014) Because I'm the Teacher and I Said So: GTA Use of Behavior Alteration Techniques to Establish Power and Credibility in the College Classroom. Western Journal of Communication 78:3, pages 287-309.
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RobinT. Peterson, YamB. Limbu, Bing Xu & Sarah Fischbach. (2012) Applications of Balance Theory to Faculty Effectiveness: An Assessment. Marketing Education Review 22:2, pages 109-120.
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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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DanielJ. Canary & Istley Melody MacGregor. (2008) Differences That Make a Difference in Assessing Student Communication Competence. Communication Education 57:1, pages 41-63.
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NancyF. Burroughs. (2007) A Reinvestigation of the Relationship of Teacher Nonverbal Immediacy and Student Compliance-Resistance with Learning. Communication Education 56:4, pages 453-475.
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Paul Schrodt, PaulL. Witt & PaulD. Turman. (2007) Reconsidering the Measurement of Teacher Power Use in the College Classroom. Communication Education 56:3, pages 308-332.
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DavidW. Worley & MyrnaM. Cornett-DeVito. (2007) College Students with Learning Disabilities (SWLD) and Their Responses to Teacher Power. Communication Studies 58:1, pages 17-33.
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StevenM. Elias & Russell Cropanzano. (2006) Gender Discrimination May Be Worse Than You Think: Testing Ordinal Interactions in Power Research. The Journal of General Psychology 133:2, pages 117-130.
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K. David Roach, Myrna M. Cornett-Devito & Raffaele Devito. (2005) A cross-cultural comparison of instructor communication in American and French classrooms. Communication Quarterly 53:1, pages 87-107.
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MichelleL. Paulsel & RebeccaM. Chory‐Assad. (2004) The relationships among instructors’ antisocial behavior alteration techniques and student resistance. Communication Reports 17:2, pages 103-112.
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RebeccaM. Chory‐Assad & MichelleL. Paulsel. (2004) Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression. Communication Quarterly 52:2, pages 98-114.
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Paul D. Turman. (2003) Athletic Coaching from an Instructional Communication Perspective: The Influence of Coach Experience on High School Wrestlers' Preferences and Perceptions of Coaching Behaviors Across a Season. Communication Education 52:2, pages 73-86.
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ShirleyD. Fortney, Danette Ifert Johnson & KathleenM. Long. (2001) The impact of compulsive communicators on the self‐perceived competence of classroom peers: An investigation and test of instructional strategies. Communication Education 50:4, pages 357-373.
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K. David Roach & PaulR. Byrne. (2001) A cross‐cultural comparison of instructor communication in American and German classrooms. Communication Education 50:1, pages 1-14.
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TamaraD. Golish & LoreenN. Olson. (2000) Students’ use of power in the classroom: An investigation of student power, teacher power, and teacher immediacy. Communication Quarterly 48:3, pages 293-310.
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KevinB. Wright & JuliannC. Scholl. (1999) Heuristic‐systematic processing in the classroom. Communication Research Reports 16:2, pages 203-212.
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K. David Roach. (1999) The influence of teaching assistant willingness to communicate and communication anxiety in the classroom. Communication Quarterly 47:2, pages 166-182.
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TamaraD. Golish. (1999) Students’ use of compliance gaining strategies with graduate teaching assistants: Examining the other end of the power spectrum. Communication Quarterly 47:1, pages 12-32.
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K. David Roach. (1997) Effects of graduate teaching assistant attire on student learning, misbehaviors, and ratings of instruction. Communication Quarterly 45:3, pages 125-141.
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K. David Roach. (1995) Teaching assistant argumentativeness: Effects on affective learning and student perceptions of power use. Communication Education 44:1, pages 15-29.
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Articles from other publishers (7)

Filiz Kantek & Nurdan Gezer. (2010) Faculty members’ use of power: midwifery students’ perceptions and expectations. Midwifery 26:4, pages 475-479.
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Alfred P. Rovai, Mervyn J. Wighting, Jason D. Baker & Linda D. Grooms. (2009) Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education 12:1, pages 7-13.
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Joseph Schwarzwald, Meni Koslowsky & Efrat Ben Izhak-Nir. (2008) Gender Role Ideology as a Moderator of the Relationship between Social Power Tactics and Marital Satisfaction. Sex Roles 59:9-10, pages 657-669.
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Steven M. Elias. (2007) Influence in the Ivory Tower: Examining the Appropriate Use of Social Power in the University Classroom. Journal of Applied Social Psychology 37:11, pages 2532-2548.
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Joseph Schwarzwald, Meni Koslowsky & Shlomit Brody-Shamir. (2006) Factors related to perceived power usage in schools. British Journal of Educational Psychology 76:3, pages 445-462.
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Steven M. Elias & Britton L. Mace. (2005) Social Power in the Classroom: Student Attributions for Compliance. Journal of Applied Social Psychology 35:8, pages 1738-1754.
Crossref
Steven M. Elias & Ross J. Loomis. (2006) The Effect of Instructor Gender and Race/Ethnicity on Gaining Compliance in the Classroom 1 . Journal of Applied Social Psychology 34:5, pages 937-958.
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