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Social Power in the Classroom: Student Attributions for Compliance
Author(s) -
Elias Steven M.,
Mace Britton L.
Publication year - 2005
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2005.tb02193.x
Subject(s) - attribution , psychology , social psychology , residence , interpersonal communication , compliance (psychology) , power (physics) , supervisor , class (philosophy) , sociology , physics , quantum mechanics , political science , law , demography , artificial intelligence , computer science
This study assessed university students’ attributions for compliance after envisioning their instructors attempting to influence them through the use of social power. Differences in student attributions were hypothesized based on student gender, region of residence within the United States, and class standing (i.e., lower vs. upper division). Participants ( N = 326) completed a modified version of Raven, Schwarzwald, and Koslowsky's (1998) Interpersonal Power Inventory. The power dynamic between teachers and students differs from that of a more traditional supervisor‐subordinate relationship. Support was not obtained for the hypothesis regarding student gender, while full support was obtained for the hypotheses regarding region of residence and class standing. Implications for instructors are discussed, as well as implications for future social power research.