Student temperament and motives as predictors of instructional dissent

Rhetorical Dissent as an Adaptive Response to Classroom Problems: A Test of Protection Motivation Theory

“…This result makes sense considering most student complaints have to do with instructional quality (Goodboy, 2011a;Su & Bao, 2001) and behaviors that are demotivating and distracting in the classroom (Kearney et al, 1991;Zhang, 2007). As Goodboy and Martin (2014) note, students "believe their instructors' failures to be an effective and appropriate educator, is a primary, if not sole reason for their dissent" (p. 271). If the behaviors instructors employ in class are detrimental to students' learning experiences, we may choose to consider these behaviors as threats to students' educational well-being.…”

“…Some of these correlates include students' negative emotional responses to injustice (Horan et al, 2010), attributions (LaBelle & Martin, 2014), trait predispositions toward communication (Buckner & Finn, 2013;Goodboy & Martin, 2014;Goodboy & Myers, 2012), sex differences (Goodboy, 2012), preferred conflict styles , and perceived academic self-efficacy (Goodboy & Frisby, 2014;LaBelle, Martin, & Weber, 2013). Scholars have also learned that there are a variety of reasons students choose not to rhetorically dissent.…”

Evaluation of Academic Self - Efficacy Perceptions and Instructional Dissent Attitudes of Teacher Candidates in Terms of Classroom Management

“…Therefore, in the light of these findings, the emergence of instructional dissent attitudes is much more related to teacher approaches and student temperaments, rather than the departments. Goodboy and Martin (2014) emphasized that the student neuroticism, being expressionist and acceptability play a determining role in expressive dissent; being expressionist and acceptability in rhetorical dissent and outspokenness, acceptability and inner conscience in vengeful dissent. Considering the impact of teacher approaches in the emergence of all these situations, the importance of maintaining classroom management processes in a democratic environment can be mentioned once more.…”

When Professors Bully Graduate Students: Effects on Student Interest, Instructional Dissent, and Intentions to Leave Graduate Education

“…For instance, students who are high in trait verbal aggressiveness tend to communicate rhetorical and vengeful dissent, whereas students high in argumentativeness tend to communicate only rhetorical dissent (Goodboy & Myers, 2012). Students higher in agreeableness are less likely to dissent overall (Goodboy & Martin, 2014). Moreover, students who tend to be entitled, care more about grades rather than learning, and lack academic self-efficacy tend to communicate more expressive and rhetorical dissent (Goodboy & Frisby, 2014;LaBelle et al, 2013).…”