Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility

Document Type

Article

Publication Date

2013

Abstract

This research comprises two studies examining the antecedents and outcomes of psychological reactance in teacher requests in the instructional context. In Study 1 we investigated the mediating role of reactance in the relationship of perceived teacher request politeness and teacher–student relationship distance with student resistance intention. In Study 2, we explored the effects of perceived teacher request legitimacy and teacher credibility on reactance and resistance intention. The results indicated that increases in the politeness of teacher requests and the closeness in teacher–student relationships combined to alleviate reactance and student resistance intention. In addition, teacher request legitimacy had a stronger effect on reactance than did teacher credibility.

Comments

Copyright 2013 Taylor and Francis (Routledge)

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Publication Title

Communication Education

Published Citation

Zhang, Q., & Sapp, D. (2013). Psychological Reactance and Resistance Intention in the Classroom: Effects of Perceived Request Politeness and Legitimacy, Relationship Distance, and Teacher Credibility. Communication Education. 62(1), 1-25.

DOI

10.1080/03634523.2012.727008

Peer Reviewed

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