Finds that lower teaching assistant (TA) argumentativeness is positively associated with student affective learning and vice versa and that lower TA argumentativeness is associated with higher levels of power use and vice versa. Suggests that, although high argumentative TAs may be "social specialists" in power use, their high levels of…

Finds that teaching assistant argumentativeness was positively correlated with overall power use, and with use of referent and expert power. Shows significant differences between high and low argumentatives for overall power use, and for referent and expert power. (SR)

Examines the use and influence of compliance-gaining strategies by graduate teaching assistants in the college classroom. Compares these power patterns to those of university professors. Indicates that use of behavior alteration techniques is significantly related to student affective learning. (SR)

Examines the influence of gender and status on perceptions of affinity-seeking strategies used by university instructors and on perceptions of student learning. Finds positive correlations between affinity-seeking strategies used and (1) student affinity toward instructor; (2) student affective learning, and (3) student self-perceived cognitive…

Finds significant relationships between levels of teaching assistant dress and student cognitive learning, student affective learning, and ratings of instruction. Finds significant negative relationship between casual instructor attire and student likelihood of misbehavior, with misbehaviors less likely for teaching assistants with high…