Impact of Teachers' Language Expression and Message Valence when Conveying Classroom‐Compliance Instructions¹

Abstract

This study examines how the types of language expression and message valence used by teachers to convey classroom‐compliance instructions affect elementary‐school children's psychological reactance and their intention to follow instructions. Altogether, 178 elementary‐school children (54% girls) participated in a mixed‐design experiment. Participants read four self‐developed cartoons, where a hypothetical teacher conveyed classroom‐compliance instructions through four expressions, and responded to questions measuring psychological reactance and the intention to follow instructions based on the cartoons. The results showed that psychological reactance was relatively significant in the high‐controlling language condition. In the low‐controlling language condition, the approach evoked less psychological reactance and enhanced the intention to follow instructions, whereas avoidance did so in the high‐controlling language condition. Our findings offer suggestions on how teachers can improve classroom management by altering their messages in accordance with the motivation characteristics of their students.