Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility

The Relationship of Instructor Self-Disclosure, Nonverbal Immediacy, and Credibility to Student Incivility in the College Classroom

“…EVT suggests that such violations trigger a change in arousal, which increases the salience of thoughts about the communicator. We anticipate that in such cases students are likely to accord less credibility to their instructors, and a few may respond by engaging in uncivil acts (see Zhang & Sapp, 2013).…”

“…Items were judged on a 7-point scale. Alpha reliabilities in previous uses have ranged from .81 to .95 for competence (Mazer, Murphy & Simonds, 2009;Zhang & Sapp, 2013), from .78 to .98 for trustworthiness (Mazer et al, 2009;Schrodt et al 2009), and from .72 to .96 for caring Student Incivility in the College Classroom 9 (Mazer et al; Schrodt et al) Because the online survey tool we were using did not permit the semantic differential format, we modified the scale into a Likert-type version. In order to ensure that the response-stem changes did not affect the integrity of the subscales, confirmatory factor analyses (CFA) were performed for each scale.…”

Mind your Ps and Qs! How polite instructions affect learning with multimedia

“…Prior studies found out that students' politeness strategies, a term which leads back to Goffman (1967) and Grice (1975), influence instructors' levels of affects towards students and how teacher's politeness enhances students' positive feelings, identity needs and learning outcomes (Bolkan & Holmgren, 2012;Goodboy & Bolkan, 2009;Kerssen-Griep, Trees, & Hess, 2008;Zhang & Sapp, 2013). Classroom communication, however, is not the only view to describe student-instructor-interactions.…”

Victims’ Reactions to the Interpersonal Threat to Public Identity Posed by Copycats

“…This also assures the victim that threats to freedom are less likely to occur in the future and for a valid goal. Indeed, recent research has found that when teachers' requests toward students are perceived as legitimate, reactance is mitigated (Zhang & Sapp, 2013). Along a similar line of reasoning, perceived intentions to harm may undermine assurance that threats to freedom are limited to a small set of behaviors or instances.…”

“…If victims' reactions to copycatting, and interpersonal threats to public identity more generally, are a form of reactance, then a larger number of copied identity characteristics should result in a greater perceived threat to one's freedom. Furthermore, if the magnitude of reactance partially depends upon the legitimacy (Brehm, 1966;Zhang & Sapp, 2013) and intention to harm, then these variables should act as mediators between number of characteristics copied and the experience of threat. The purpose of Study 3 is to examine Quick's (2012) model of reactance with the addition of perception of illegitimacy and intent to harm one's identity.…”