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Testing an interactional model of st...

Planisek, Angela L.

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Testing an interactional model of student persuasion.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Testing an interactional model of student persuasion./
作者:	Planisek, Angela L.
面頁冊數:	118 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0765.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Speech Communication. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3124465
ISBN:	0496717715

Testing an interactional model of student persuasion.
Planisek, Angela L.

Testing an interactional model of student persuasion. - 118 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0765.

Thesis (Ph.D.)--Kent State University, 2003.

Students attempt to persuade teachers every day, but few instructional communication researchers have explored students' persuasion tactics. This study tested an interactional model of student persuasion, which illustrated the effect of student personality, control, and the situation on students' projected persuasion behavior.

ISBN: 0496717715Subjects--Topical Terms:

1017408
Speech Communication.

Testing an interactional model of student persuasion.
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100 1 $a Planisek, Angela L. $3 1900836
245 1 0 $a Testing an interactional model of student persuasion.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0765.
500 $a Director: Rebecca B. Rubin.
502 $a Thesis (Ph.D.)--Kent State University, 2003.
520 $a Students attempt to persuade teachers every day, but few instructional communication researchers have explored students' persuasion tactics. This study tested an interactional model of student persuasion, which illustrated the effect of student personality, control, and the situation on students' projected persuasion behavior.
520 $a This study was conducted in three phases. First, students met in large group sessions to complete scales of personality (verbal aggression and argumentativeness), control (locus of control and self-monitoring), and persuasion tactics (Student Persuasion Scale). Second, they wrote an e-mail message to persuade an instructor in one of three scenarios (change a grade, extend a deadline, and postpone an exam). Finally, they identified, for the e-mail responses, the persuasion strategies they thought they used.
520 $a The tactics students indicated (Student Persuasion Scale) loaded on three factors labeled prosocial, antisocial, and group. Prosocial tactics focused on students' abilities and teachers' good nature. Antisocial tactics made the teacher aware of negative outcomes of not complying. Group tactics showed how the teacher's compliance would help other students.
520 $a Each element of the model affected students' persuasion tactic choice and several significant differences were found. Students used group tactics most when they asked for the exam to be postponed. Students used more antisocial tactics if they were high on verbal aggression. High self-monitors used more tactics overall than low self-monitors. Internally controlled students used more prosocial and fewer antisocial tactics than externally controlled students.
520 $a Personality, situation, and control affected the persuasion tactics students said they would use, but analyses did not uncover the predicted statistical interactions. However, interactions were found between personality and control. Students who were externally controlled indicated using more antisocial tactics if they were verbally aggressive and fewer if they were not verbally aggressive. Students low on argumentativeness indicated using more antisocial tactics if they were externally controlled and fewer if internally controlled. Finally, students' coding of their e-mail messages matched their projected tactic use on the Student Persuasion Scale. This finding supports the Student Persuasion Scale as a valid and reliable measure of student persuasion that can be used in place of having students construct persuasion messages.
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773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Rubin, Rebecca B., $e advisor
790 $a 0101
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3124465