Teacher Misbehaviors Research Articles

Perceived Immediacy and Burnout as Mediators of Instructor Misbehaviors and Students’ Task Value

ABSTRACT The purpose of the present study was to examine instructional influences of students’ task value. A total of 382 undergraduate students participated in this survey study. The data supported a mediated model in which instructor misbehaviors (i.e., antagonism and lecturing) indirectly decrease students’ task value through the psychological responses of perceived immediacy and burnout. Therefore, findings of this study indicate that instructors who do not control their antagonism and lecturing behaviors may reduce the value that students see in the course they teach, ultimately hindering students’ learning experience. This study highlights the need for instructional communication training and resources for instructors which could improve psychoemotional experiences for students and improve learning.

Instructor misbehaviors as predictors of students’ writing apprehension

ABSTRACT The purpose of this study was to identify how instructor misbehaviors influence students’ writing apprehension. Research prior to this study determined that students’ writing performance is hindered by their writing apprehension (e.g., Zabihi, 2018). The present study’s data indicate instructor misbehaviors of antagonism and lectures indirectly influence students’ writing apprehension through the mediation of students’ burnout. As such, the more instructors show antagonism and engage in boring, disorganized lecturing behaviors, the higher their students’ writing apprehension. Without careful communication management, professors of writing-intensive courses whose primary role is to help students improve their writing skills may become the barrier that prevents students from improving their writing skills.

Teacher antagonism: reducing students’ sustained attention through decreased affect toward instructors and diminished motivation to learn

ABSTRACT This study was conducted to model how teacher misbehaviors associate with reductions in students’ sustained attention. Participants (N = 423 college students) responded to measures of their perceptions of teacher antagonism, affect for their instructor, intrinsic motivation to learn, and sustained attention throughout the semester. Results of a path analysis indicated that teacher antagonism did not impact students’ sustained attention directly or indirectly through their affect for the instructor or intrinsic motivation (individually, as simple indirect effects). Rather, results from a serial multiple mediator model demonstrated that the effect of teacher antagonism on students’ sustained attention occurred through a reduction in affect for their instructor and, in turn, a reduction in intrinsic motivation to learn. Results are discussed with regard to the potential impact on student learning and best practices in the classroom.

Instructor misbehavior and student outcomes: Replication and extension in the online classroom

As online courses gain popularity in higher education, researchers need to examine how problematic communication behaviors like instructor misbehaviors impact instructional learning goals (i.e., affect and perceived cognitive learning) in order to help provide positive affect and quality online instruction. This study relied particularly on 193 undergraduate online survey responses considering student experiences with online instruction and extends previous research examining student evaluations of instructor misbehavior, student forgiveness motivations, instructor credibility, course climate, and students’ affect and perceived learning into the online classroom. Model testing supports students’ unforgiveness motivations, instructor credibility, online learning climate, and student affect as mediators of student evaluations of misbehavior and perceived learning. The results provide several practical implications for effective online instruction.

Instructor Misbehavior Frequency, Severity, and Impact on Learning: Comparing Student and Teacher Perceptions

The purpose of this study was to investigate and compare student and teacher perceptions of instructor misbehaviors. Data were collected independently from college students and teachers, who were asked to rate the perceived frequency, severity, and impact on student learning of instructor misbehaviors derived from previous typologies. Teachers viewed misbehaviors as generally more severe and impactful on learning than students. However, individual misbehaviors, which were indicative of potential biases, academic entitlement, and student misbehavior were viewed by students as more severe and detrimental to learning.

Öğretim Elemanlarının İstenmeyen Davranışları İle Öğrenci Yabancılaşması Arasındaki İlişki

The purpose of this study is to explore the relationship between the misbehaviors of instructors and undergraduate students’ alienation. A rational model, quantitative research method, was used in the present study. The participant of this study was randomly chosen from 347 undergraduate students enrolling in different faculty of Siirt University during the summer semester of the 2017-2018 academic year. The collected data for the investigation were gathered thought two different questionnaires included a demographic section. The findings of the study were analyzed with SPSS-22 Packet Program. Findings of the study revealed that the instructor performs misbehaviors moderately, meanwhile perception of undergraduate students to alienation was measured as moderate. Furthermore, results showed that instructor misbehaviors have a positive and significant correlation with student alienation. Finally, the most significant contribution of this study is that instructor misbehaviors play a mediating role in student alienation.

You did what?!: graduate teaching assistant misbehaviors in multi-section introductory communication courses

ABSTRACTThe study explores graduate teaching assistants’ (GTAs) perceptions of misbehaviors of other GTAs across multi-section introductory communication courses. Utilizing the teacher misbehaviors’ typology, this study examines novice teachers’ perceptions of teacher misbehaviors. A convenience sample of current introductory course graduate teaching assistants (N = 55) responded to open-ended questions about what constituted teachers’ misbehaviors, why these communicative acts were perceived as misbehaviors, and how these misbehaviors were managed. Employing a thematic analysis, participants indicated the most frequent misbehavior related to indolence, followed by offensiveness and incompetence. Three new subcategories emerged as misbehaviors for this sample: inappropriate use of social media, coolness/peer affirmation, and dress/attire. Five categories for why behaviors and actions were perceived misbehaviors and six categories emerged as responses for managing the teacher misbehavior. The findings offer practical solutions and pedagogical suggestions for GTAs and course directors.

Instructor Misbehaviors and Math Anxiety

Instructor misbehaviors (i.e., antagonism, lectures) have been identified as instructor behaviors that negatively impact students’ success in the classroom. Math anxiety also has been identified as a barrier to students’ success in quantitative reasoning classes. The present study postulates that instructor misbehaviors are actually non-immediate behaviors, which are a set of instructional behaviors that increase the amount of psychological distance (i.e., perceived immediacy) that students perceive they experience with their instructor. As such, this paper predicted that instructor misbehaviors decrease students’ perceived immediacy, thereby increasing students’ math anxiety. This mediated relationship was supported by the data.

Investigating instructor misbehaviors in the online classroom

ABSTRACTAs online courses continue to gain popularity in higher education, researchers need to examine how instructors’ communication and behavior impact student experiences in online settings. More specifically, research that re-examines findings from the traditional, face-to-face classroom within the online class is beneficial not only for building research but also for providing educators with practical online teaching strategies. Thus, the purpose of this study was to replicate previous research examining student perceptions of instructor misbehaviors in the context of the online classroom. Results from this study highlight nine online instructor misbehavior categories, with several specific misbehaviors unique to the online classroom. Based on these categories, implications for instructors teaching online are discussed.

Instructor misbehaviors impede students’ cognitive learning: testing the causal assumption

ABSTRACTGuided by assumptions from the cognitive–affective theory of learning with media, we conducted a teaching experiment to corroborate past correlational research that suggested instructor misbehaviors, in the form of antagonism toward students, impede students’ cognitive learning. Participants were 472 undergraduate students who were randomly assigned to view a recorded teaching condition of a standard lecture on persuasion heuristics (control), or the same lecture content with instructor antagonism manipulated (treatment). Results revealed that students exposed to the treatment lecture with antagonism had lower affect for the course and instructor. Moreover, because they had lower affect for the material, antagonized students scored worse on a test of their learning (mediation) compared with students in the standard lecture. Students who possessed a mastery orientation toward learning, and independently, who were effort-regulated, scored even lower on their tests of learning because antagonistic instruction caused a greater reduction in their affect toward the material being taught (moderated mediation). Overall, results suggested that instructor misbehaviors do cause slight learning deficits for students, especially for students who value their learning opportunities.

Perceived Instructor Misbehaviors and Students’ Willingness to Express Academic Performance Concern to Their Instructors

Perceived Instructor Misbehaviors and Students’ Willingness to Express Academic Performance Concern to Their Instructors

Students’ Self-Determination as a Consequence of Instructor Misbehaviors

The study applied self-determination theory to examine detrimental effects of instructor misbehaviors in the college classroom. Participants were 223 undergraduate students who reported on their instructor’s antagonism and lecture misbehaviors in a course, along with their basic psychological need fulfillment (i.e., autonomy, competence, relatedness) and intrinsic motivation to learn. Results indicated that (a) lecture misbehaviors were more detrimental to students’ competence and relatedness than antagonism misbehaviors; and (b) students’ intrinsic motivation to learn was influenced by students’ basic psychological needs and instructor misbehaviors.

When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest

This study examined the conditional influence of relevant instructor self-disclosure on student interest (cognitive, emotional) and engagement (silent-in-class, oral-in-class, thinking about course content, out-of-class). College student participants (N = 169) completed a questionnaire on their instructor’s disclosures and misbehaviors in class, and their own interest and engagement in a college course. The positive associations between relevant instructor self-disclosure with student interest and engagement were conditional; they were moderated by perceived instructor misbehaviors (antagonism, lectures). Overall, the positive associations were diminished for cognitive and emotional interest when instructors were antagonistic; these associations became nonsignificant, and then negative at higher levels of antagonism. Similarly, the positive associations were diminished for all four types of student engagement when instructors delivered boring and confusing lectures; these associations became nonsignificant at higher levels of lecture misbehaviors, and the associations for silent in-class and out-of-class engagement became negative at very high levels of lecture misbehaviors.

Student Perceptions of College Teacher Misbehaviors and Teacher Credibility as Perceived by Jordanian University Students

This study aimed to identify levels of teacher misbehavior and teacher credibility among a group of undergraduate students in Jordan, and investigate the relationship between them. Data were collected from a questionnaire in the fields of teacher misbehavior and teacher credibility were administered to a study sample of 273 male and female undergraduate students at the Hashemite University during the academic year 2015/2016. Results indicated that the student perception of both teacher misbehavior and teacher credibility was medium level. Moreover, results showed a negative and statistically significant relationship between irresponsibility and teacher credibility. Upon the findings of the current study, many recommendations were made to examine the psychometric qualities of the multidimensional perfectionism scale and motivation orientation scale in other populations such as secondary school students. DOI: 10.5901/mjss.2016.v7n2p324

Teacher Misbehaviors at Elementary Schools in Turkey

The purpose of this study is to investigate teacher misbehaviors, their causes and consequences, and what can be done to eliminate them. The sample for the study was chosen according to accessible sampling methods from the elementary schools in the Malatya Province. The sample includes elementary teachers (n = 25), administrators (n = 16), students (n = 25), and parents (n = 19). This research is qualitatively designed and uses a descriptive model. The data was collected using a semistructured interview protocol. After analyzing and categorizing the data, themes emerged. According to the results, the following teacher misbehaviors emerged: lack of business ethics, pedagogical incompetence, and behavioral problems.

Teacher Misbehavior and its Effects on Student Interest and Engagement

This study sought to investigate whether there was any relationship between teacher misbehaviors and student interest and engagement. Consistent with Emotional Response Theory and models for how teacher behavior impacts student interest and engagement, teacher misbehaviors were strongly correlated with student interest and weakly correlated with student engagement. Teacher incompetence predicted the most variance in student interest, followed by indolence and offensiveness. There was a difference in teacher misbehaviors between the two universities where this study was conducted, but not in student interest or engagement.

An Investigation of Students’ Forgiveness, Instructional Dissent, and Learning in the College Classroom

The current study examined the belief that students’ forgiveness mediates the relationship between instructor transgressions and students outcomes. Students’ descriptions of instructor relational transgressions were consistent with Kearney, Plax, Hays, and Ivey's (1991) typology of incompetent, offensive, and indolent misbehaviors. Results supported the mediating role of forgiveness, indicating that perceived severity and blameworthiness associated with instructor misbehaviors predicted students’ forgiveness, which in turn influenced students’ instructional dissent as well as affective and cognitive learning. Consistent with research in interpersonal communication, results suggest that perceptions and forgiveness of misbehaviors are important to understand in order to maximize positive outcomes in the college classroom.

Instructor Misbehavior and Forgiveness: An Examination of Student Communicative Outcomes in the Aftermath of Instructor Misbehavior

Using Attribution Theory as a theoretical framework, this study explored the role of forgiveness in impacting student nonverbal responsiveness, out-of-class communication (OCC), and perceptions of cognitive and affective learning following instructor misbehavior. Additionally, the role of instructor nonverbal immediacy was examined. Participants included 144 undergraduate students who reported on their perceptions of instructor misbehavior. Results indicated that students’ perceptions of instructor misbehavior severity and blameworthiness were negative predictors, and instructor nonverbal immediacy was a positive predictor, of students’ forgiveness. Path analyses indicated that forgiveness components mediated the relationships between misbehavior severity and instructor blameworthiness and students’ communicative behaviors, where increased forgiveness predicted increased OCC and nonverbal responsiveness. Additionally, forgiveness components mediated the relationships between perceptions of instructor blameworthiness with students’ perceptions of cognitive learning, with increased forgiveness predicting increased perceptions of cognitive learning. Results complement the emerging body of literature on forgiveness of instructor misbehavior.

Instructor Misbehaviors as Digital Expectancy Violations

This study examines students’ motives for communicating with their instructors when the instructor exhibits inappropriate or unprofessional online behavior. To understand the relationship between what we call instructors’ digital expectancy violations and students’ motives for communicating with instructors, students’ levels of task, social, and physical attraction are measured. Pearson correlations were used to assess relationships among the presence of digital expectancy violations, motives to communicate, and attraction. Results revealed that students’ motivation to communicate with instructors who commit digital expectancy violations differs based on preexisting social, physical, and task attraction to the instructor.

Compulsive Communication in the Classroom: Is the Talkaholic Teacher a Misbehaving Instructor?

From the frame of expectancy violations theory, we examined the associations between instructors' compulsive communication and three instructor misbehaviors: irresponsibility, derisiveness, and apathy. Results revealed that students who perceived their instructors as compulsive communicators also perceived them as misbehaving. Next, we determined if nonverbal immediacy mediates the associations between instructors' compulsive communication and instructor misbehaviors, as well as student affective learning. Results revealed that nonverbal immediacy partially mediated the relationships between compulsive communication and the misbehaviors of irresponsibility and apathy, and fully mediated the negative associations between compulsive communication and students' affect for instructor and course.