Students' Imagined Interactions as Intrapersonal Explanations for Instructional Dissent

Abstract

The purpose of this study was to examine how college students' intrapersonal communication experiences (i.e., imagined interactions) with disliked instructors contribute to their proclivity to communicate instructional dissent (i.e., expressive, rhetorical, vengeful). Student participants (N ¼ 181) completed a self-report questionnaire measuring their use of imagined interactions with their worst instructor in the past academic year, along with reports of their course-related dissent. Results of a canonical correlation revealed that the frequency, valence, and rehearsal of students' imagined interactions with a low affect instructor are related to forms of instructional dissent.

Credibility and Attributes of Parasocial Relationships With Alex Jones

“…Infowars also decries the "global elites," which is a term he largely uses to describe powerful wealthy white people, and such a "them vs. us" theme against the powerful may resonate more with traditionally marginalized groups who may have less access to opportunity for economic and social advancement in the US. In classroom conditions, Goodboy, Bolkan, and Goldman (2015) found that positive-valenced IIs are associated with minimal dissent with instructors, which may parallel or suggest greater perceived credibility in association with positivevalence PSRs.…”