Culture and compliance gaining in the classroom: A preliminary investigation of Chinese college teachers' use of behavior alteration techniques

Abstract

This study examined the use of behavior alteration techniques (BATs) to gain student compliance in the Chinese context. Chinese college teachers reported using most of the BATs that college teachers from the United States (U.S.) have been found to use; Chinese teachers use many BATs even more frequently. However, Chinese teachers communicate behavior alteration messages (BAMs) that differ from those used by their U.S. counterparts. While previous research with U.S. teachers shows a preference for reward‐based, prosocial BATs, Chinese teachers said they were more likely to use punishment‐oriented, antisocial BATs. Finally, analysis of interview data revealed that Chinese teachers' use of BATs and BAMs emphasized authority, morality and modeling. These themes are consistent with larger themes in Chinese culture and help to make sense of cultural variation in instructional communication behaviors.

Keywords:

• power
• compliance gaining
• behavior alteration techniques
• cultural values
• authority