Students’ use of power in the classroom: An investigation of student power, teacher power, and teacher immediacy

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Student Perceptions of Teacher Power as a Function of Perceived Teacher Confirmation (2006, background): “In fact, Golish’s (1999; Golish & Olson, 2000) research suggested not only that students employ a variety of BATs to gain compliance from their instructors, but that students’ overall sense of power was positively associated with their perceptions of their teachers’ power.”
Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom (2008, background): “As Golish and Olson (2000) found, not only do students employ a variety of prosocial BATs to gain compliance from their instructors, but students’ overall sense of power in the classroom is positively associated with their perceptions of their teachers’ power.”
Instructional Dissent in the College Classroom (2011, background): “These findings corroborate research that suggests students use a variety of behavioral alteration techniques to gain compliance from an instructor (Golish, 1999; Golish & Olson, 2000).”