An Experimental Investigation of the Antecedents and Consequences of Psychological Reactance in the College Classroom

Abstract

Psychological reactance theory (PRT) is largely understudied in the classroom context. In this experiment, we manipulated instructors' use of clarity and forceful language as antecedents of psychological reactance and examined student communication outcomes (i.e., instructional dissent and challenge behavior) as ways in which students restore freedom after experiencing reactance. College students (N = 206) responded to one of four experimental conditions manipulating clarity and forceful language in an instructor's persuasive message to complete an extra assignment. Results revealed positive associations between messages using either unclear or forceful language and student reports of perceived threat, which predicted psychological reactance. Reactance mediated the relationship between students' perceived threat and their intentions to engage in different types of instructional dissent and challenge behavior. This study further supports PRT in the instructional context and adds to the literature on freedom restoration behaviors.

Keywords:

• Challenge Behavior
• Clarity
• Forceful Language
• Instructional Dissent
• Psychological Reactance