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ERIC Number: EJ949254
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0363-4523
Teacher Use of Prosocial and Antisocial Power Bases and Students' Perceived Instructor Understanding and Misunderstanding in the College Classroom
Finn, Amber N.
Communication Education, v61 n1 p67-79 2012
This study explored the associations among teacher use of prosocial (i.e., reward, expert, and referent) and antisocial (i.e., legitimate and coercive) bases of power and students' perceptions of instructor understanding and misunderstanding in the college classroom. Participants included 555 students from a private university in the Southwest. Results revealed that teacher use of prosocial bases of power is positively associated with perceived instructor understanding and negatively related to perceived instructor misunderstanding, whereas teacher use of antisocial bases of power is negatively related to perceived instructor understanding and positively associated with perceived instructor misunderstanding. Additional analysis indicated that coercive, referent, and expert power are significant predictors of perceived instructor understanding (R[superscript 2] = 0.53) and misunderstanding (R[superscript 2] = 0.37). (Contains 1 table.)
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