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.
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).