NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917337
Record Type: Journal
Publication Date: 2011-Apr
Pages: 19
Abstractor: As Provided
Reference Count: 70
ISBN: N/A
ISSN: ISSN-0363-4523
Student Use of Relational and Influence Messages in Response to Perceived Instructor Power Use in American and Chinese College Classrooms
Goodboy, Alan K.; Bolkan, San; Myers, Scott A.; Zhao, Xing
Communication Education, v60 n2 p191-209 Apr 2011
The purpose of this study was to examine a theoretical model explaining the influence of instructor power (i.e., coercive, reward, legitimate, expert, referent) on students' relational and social influence communication behaviors (i.e., student affinity-seeking strategies, student behavior alteration techniques) across two cultures. Participants were 445 undergraduate students from the U.S. (n=265) and China (n=180). Results of structural equation modeling revealed that perceived instructor referent and expert power had indirect effects (mediated by student communication satisfaction), and perceived instructor reward power had a direct effect, on both student affinity-seeking strategies and student behavioral alteration techniques in the U.S. In China, perceived instructor referent and legitimate power had indirect effects (mediated by student communication satisfaction) on both student affinity-seeking and student behavioral alteration techniques, whereas perceived instructor expert and legitimate power had direct effects on student behavioral alteration techniques. (Contains 3 notes, 3 tables, and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States