抄録
This study examines how children's social power cognitions about themselves and the collective efficacy of their classrooms affect their selection and use of influence tactics toward their classmates. The effect of daily usage of influence tactics by children on agents' perception of social power is also examined. The results of linear regression analysis indicate that children who see themselves as friendly holders of power deriving from the perception of affable friendships use both collaborative and coercive influence tactics. While the use of collaborative tactics encourages agents' friendly social power cognition, the use of coercive tactics only reinforces their coercive power cognition. In addition, it is suggested that the effect of social power over agents' use of influence tactics is moderated by the collective efficacy of their classroom.
