ABSTRACT

The purpose of this longitudinal study was to model student trajectories of instructional dissent over the course of a semester. Participants were 312 undergraduate students who completed panel surveys on their worst course of the semester at three time points: during the beginning, middle, and end of a college course. Latent growth curve modeling revealed that, on average, expressive dissent slightly decreased, rhetorical dissent remained unchanged, and vengeful dissent slightly increased each month during the semester. Above and beyond the dissent growth process, student anger and hopelessness were independent and contemporaneous predictors of expressive and vengeful dissent at each time point.

摘要

这项纵向研究的目的是模拟学生在一个学期内出现教学异议的轨迹。参与者是 312 名本科生，他们在三个时间点完成了本学期最差课程的小组调查：大学课程的开始、中间和结束。潜在增长曲线模型显示，平均而言，表达异议略有减少，修辞异议保持不变，而报复性异议在学期内每月略有增加。除了异议发展过程之外，学生的愤怒和绝望是每个时间点表达性和报复性异议的独立和同期预测因素。