This study examined student perceptions of instructor compliance-gaini
ng behavior and student affective and cognitive learning over a semest
er. Analysis of variance indicated significant differences among perce
ptions of instructor compliance-gaining behavior at the beginning, mid
dle, and end of the semester. Significant differences were also found
in levels of student affective learning over the semester. Student per
ceptions of instructor compliance-gaining significantly contributed to
learning such that greater affective and cognitive learning was assoc
iated with less use of antisocial compliance-gaining techniques and mo
re use of prosocial techniques.