The use of student analog samples in research may produce low external validity given unintended but perceived coercion on the part of students when the researcher is also their teacher. Using a scale that measured dental fear, analysis showed no significant difference for ‘known’ compared to ‘unknown’ students. The students unknown to the researcher had a lower response rate. Of those who did comply with the request, some were tardy in responding. Neither being known to the teacher-researcher nor tardiness of response affected the outcome.
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