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Abstract
The purpose of this study was to investigate cultural differences in college students' use of behavioral alteration techniques and affinity-seeking strategies with instructors in the United States and China. Participants were 265 U.S. students and 180 Chinese students who reported on their communication behavior with an instructor. Results indicated that Chinese students self-reported using 13 BATs more frequently than U.S. students (i.e. honesty-sincerity, complaining, pleading, guilt, flattery, play on the teacher's ability to relate, group persuasion, public persuasion, utilitarian justice, emotional displays, general excuses, referent to higher authority, and verbal force/demand). U.S. students self-reported using seven affinity-seeking strategies more frequently (i.e. assume control, comfortable self, conversational rule keeping, dynamism, presenting interesting self, trustworthiness, and achievement) whereas Chinese students reported using six affinity-seeking strategies more frequently (i.e. altruism, comfortable self, inclusion of other, influence perceptions of closeness, flirting, and gifts).