The Academic Advisor's Playbook: Seeking Compliance from College Student-Athletes
We explored the effectiveness of compliance-gaining strategies on college student-athletes (N = 228) in three request situations (i.e., seeking a tutor, attending a weekly academic appointment, and faithfully attending class). The study revealed several key findings: a) Student-athletes perceive the compliance-gaining strategy of negative altercasting as unlikely to persuade them in any of the three situations; b) student-athletes do not rate the compliance-gaining strategies differently among the three request situations; and c) when using the compliance-gaining strategies of negative self-feeling and negative altercasting, advisors should consider the type of request situation, because the persuasiveness of these two strategies is situationally dependent. Practical applications for advisors, along with directions for future research, are considered.
Contributor Notes
Jason Thompson (PhD, University of Nebraska-Lincoln, 2008) is an assistant professor in the department of Speech Communication, Arts & Sciences, at Brooklyn College–City University of New York. His research focuses on different aspects of both interpersonal communication and communication pedagogy in various contexts. Dr. Thompson can be reached at jthompson@brooklyn.cuny.edu.
Eletra S. Gilchrist (PhD, University of Memphis, 2004) is an assistant professor in the Communication Arts Department at The University of Alabama in Huntsville. Her research focuses on communication pedagogy, interpersonal communication, and cultural studies from both quantitative and qualitative perspectives. Dr. Gilchrist can be reached at Eletra.Gilchrist@uah.edu.
