Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression

By Rebecca M. Chory-Assad, Michelle L. Paulsel. 2004

118 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/780c3e2e92e891be4c29269dcad7226d15f03778

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Citations in the corpus

Classroom justice: student aggression and resistance as reactions to perceived unfairness (2004, background): “Although past instructional communication research has not found sex differences in students’ indirect interpersonal aggression (Chory-Assad, 2002; Chory-Assad & Paulsel, 2004) or student resistance (Kearney et al., 1988; Paulsel & Chory-Assad, 2004), organizational research has uncovered sex…”
Enhancing Student Perceptions of Fairness: The Relationship between Instructor Credibility and Classroom Justice (2007, methodology): “…evaluations of instructors, students’ perceptions of procedural injustice are associated with student reports of their likelihood of engaging in indirect interpersonal aggression (Chory-Assad, 2002; Chory-Assad & Paulsel, 2004b) and hostility (Chory-Assad & Paulsel, 2004b) toward their instructors.”
Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages (2012, unknown): “Examples of these behavioral outcomes directed toward the instructor include deception, resistance, revenge, and aggression (Chory-Assad, 2002 ; Chory-Assad & Paulsel, 2004a , 2004b ; Paulsel & Chory-Assad, 2005 ).”
Understanding Students' Classroom Justice Experiences and Responses (2010, methodology): “…resistance strategies (Paulsel & Chory-Assad, 2005), are less compliant with classroom rules (Colquitt, 2001), behave in a hostile manner (Chory-Assad & Paulsel, 2004b), communicate deception and revenge (Paulsel & Chory-Assad), and engage in indirect aggression (Chory-Assad, 2002;…”