TEMPORAL PATTERNS AND EFFECTS OF PERCEIVED INSTRUCTOR COMPLIANCE-GAINING USE

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.