As rooted in social and behavioral psychology, the Principle of Persuasion can be a powerful pedagogical tool applied to learning, particularly when seeking to establish relevance. By aligning persuasive strategies with instructional goals, educators can deepen the perceived relevance of the material, which can inspire students to engage meaningfully with the content. Reciprocity describes the natural human tendency to feel obligated to return a favor or respond in kind to positive actions received from others.
The desire for reciprocity
is foundational to building relationships, fostering cooperation, and creating
a sense of mutual respect (Brehm & Witte, 2022). Reciprocity is not
transactional but rather relational, thereby building trust and goodwill over
time. This desire operates across cultures, making it a versatile universal tool
in human interaction. The feeling of obligation to give back is often emotionally
rooted in gratitude or social norms. In educational contexts, reciprocity can
be used to foster engagement and inspiration.
By creating a sense of value, promoting
collaboration, and encouraging participation, the effective educator provides
students with meaningful resources, constructive feedback, or personalized
support. This can encourage students to reciprocate by engaging more actively
in class or assignments. For instance, students in group work who help one
another are likely to receive support in return, creating a positive cycle of
cooperation. When an instructor shares personal anecdotes or real-life
applications, students may feel encouraged to share their own experiences, thereby
enriching class discussions.
The reciprocity
norm builds relevance through mutual exchange. People are more likely to
engage when they feel they’re receiving something of value in return. So, the
effective educator needs to provide something of value first. The educator offering
time, effort, or expertise establishes goodwill and thereby subconsciously encourages
students to reciprocate through increased effort, participation, or engagement.
Offering resources, tools, or
support early in the course creates goodwill and fosters engagement. Sharing
the direct, relevant benefits of the content initiates the desire to reciprocate. For instance, "Learning these provided skills
will help you excel in real-world problem-solving or your future career as a…[fill
in the blank]", is specific, direct, and relevant. Planning for reciprocity creates
opportunities for students to share their experiences, which empowers and makes
them feel valued.
For reciprocity to be effective
in a learning or instructional context, authority
must first be established. Authority
enhances the credibility and perceived value of what is being offered (McCroskey
& Teven, 2016). Learners are more likely to view the educator’s feedback,
resources, or support as valuable when the educator is perceived as a
knowledgeable, competent authority. Without authority, learners may question
whether the “favor” or effort provided is meaningful or worth reciprocating.
People are more likely to feel
obligated to reciprocate when the giver is someone they respect or trust. Authority lends
weight to the interaction, making students feel that reciprocation through participation
or completion of tasks is not just expected but worthwhile. Therefore, a
student is more likely to put effort into an assignment when they believe the educator’s
feedback comes from a position of expertise and can genuinely improve their
learning.
In educational settings, perceived authority
establishes a natural structure whereby the educator leads and the students
follow. Reciprocity operates effectively within this structure because students
view the educator’s contributions as both intentional and deserving of effort
in return. As a positive consequence, when an educator shares valuable study
techniques and demonstrates their effectiveness, students are more inclined to
apply these methods and share their own success stories. By contrast, whenever
authority isn’t perceived or established, the relationship may feel peer-like,
and students might undervalue what is being offered to them.
Authority reinforces
that the educator is uniquely positioned to provide resources, insights, or
guidance that cannot be easily obtained elsewhere (Weeks, Ardèvol-Abreu &
de Zúñiga, 2017). Learners are less
likely to resist reciprocating when they recognize the educator’s authority and
the legitimacy of the effort being asked in return. In this vein, authority
minimizes skepticism or doubt about the educator’s intentions or the relevance
of the course material.
An intentional, caring, optimistic, respectful, trusting (ICORT) mindset (Purkey & Novak, 2015; Anderson, 2021) can be more inviting for implementing two elements of the Principle of Persuasion that can optimize students' perceived relevance. Authority creates the foundation of trust and
respect that makes the desire for reciprocity more powerful. When students
perceive the educator as credible and knowledgeable, they are more likely to
value the educator's efforts and feel a sense of obligation to engage and optimally
contribute.
To Cite:
Anderson, C.J. (November 30, 2024) Establishing perceived
authority, reciprocity, and the principle of persuasion to optimize relevance. [Web log
post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C. J. (2021). Developing your students' emotional
intelligence and philosophical perspective begins with I-CORT. Journal
of Invitational Theory and Practice, 27, 36-50.
Brehm, S., & Witte, K. (2022). Engaging persuasion: What
should undergraduate students enrolled in a persuasion course learn? Journal of
Educational Communication Research, 48(3), 112-128. Retrieved from ERIC
McCroskey, J. C., & Teven, J. J. (2016). The impact of
instructor credibility on student learning. Communication Education, 55(3),
223-237. https://doi.org/10.1080/03634520600750532
Purkey, W. W., & Novak, J. M. (2015). Fundamentals of
invitational education. (2nd Ed) International Alliance for Invitational
Education. Retrieved from: Fundamental
of Invitational Education | IAIE
Weeks, B., Ardèvol-Abreu, A., & de Zúñiga, H. G. (2017).
Online persuasion: Instructor credibility and the post-truth era. Computers in
Education, 65(1), 45-62. https://doi.org/10.1016/j.compedu.2016.12.006
