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 |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507903127&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507903127 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463373 CQT jtl: Communication Quarterly issn: 01463373 maglogo: N pubinfo: dt: Spring2004 vid: 52 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 507903127 ppf: 98 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Antisocial Classroom Communication: Instructor Influence and Interactional Justice as Predictors of Student Aggression. aug: au: Chory-Assad, Rebecca M. Paulsel, Michelle L. su: Teacher-student relationships Classroom environment Psychology of students Aggression testing Fairness sug: subj: Teacher-student relationships Classroom environment Psychology of students Aggression testing Fairness ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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