ABSTRACT
Discovering that students’ likelihood of compliance with or resistance to teachers’ persuasive messages was a function of teacher’s immediacy. Similar to the typology of Behavior Alteration Techniques developed by Kearney, Plax, Richmond, and McCroskey, the Student Resistance Strategies (SRS) comprise an inductively derived typology specific to college student use in the instructional environment. The five strategies indicative of teacher ownership include Teacher Advice, Teacher Blame, Appeal to Powerful Others, Modeling Teacher Behavior, and Modeling Teacher Affect. Alpha reliability estimates for each dimension of the resistance categories are high. Two studies provide indicators of the SRS typology’s content validity. First, rather than relying solely on researcher-generated categories, Burroughs et al. had 574 college students inductively derive resistance messages that they would use to avoid complying with a teacher’s request/demand.
