Date of Graduation
1995
Document Type
Dissertation
Degree Type
PhD
College
College of Education and Human Services
Abstract
This examined teacher misbehaviors' relationships to student cognitive and affective learning, student liking of the instructor, and student resistance. Socio-communicative style, nonverbal immediacy, and behaviors characteristic of communication anxiety were examined as possible predictors of learning, liking, and misbehaviors. Factor structures of the resistance behaviors and of the teacher misbehaviors were explored. Data were collected both at the beginning of a semester and at the end of a semester survey. Results suggest consistency with previous models. Responsiveness, nonverbal immediacy. and teacher misbehaviors all contribute a significant amount of variance to learning. New dimensions for the teacher misbehavior and student resistance typologies are discussed. All results are discussed in light of implications for instructional effectiveness.
Recommended Citation
Dolin, Danielle J., "Ain't Misbehavin' : A Study of Teacher Misbehaviors, Related Communication Behaviors, and Student Resistance" (1995). Graduate Theses, Dissertations, and Problem Reports. 12478.
https://researchrepository.wvu.edu/etd/12478