Antisocial Classroom Communication: Instructor Influence and Interactional Justice as Predictors of Student Aggression.
The present study investigated potentially destructive instructor and student communication. In particular, it examined the relationships between instructor use of antisocial behavior alteration techniques (BATs), student perceptions of instructor interactional justice, and students' likelihood of i...
| Publicado en: | Communication Quarterly Vol. 52; no. 2; pp. 98 - 115 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Spring2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | The present study investigated potentially destructive instructor and student communication. In particular, it examined the relationships between instructor use of antisocial behavior alteration techniques (BATs), student perceptions of instructor interactional justice, and students' likelihood of indirectly aggressing against their instructors. Results indicate that student perceptions of instructors' use of antisocial BATs and instructor interactional injustice predicted increased student indirect aggression. In addition, student perceptions of instructor antisocial BAT use and interactional justice were negatively correlated and interactional justice was a stronger predictor of student indirect aggression than was instructor antisocial BAT use. Reprinted by permission of the publisher. |
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