Semester
Spring
Date of Graduation
2009
Document Type
Dissertation
Degree Type
EdD
College
College of Education and Human Services
Department
Learning Sciences and Human Development
Committee Chair
Daniel Hursh.
Abstract
The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed to perceived learning to truly measure how a students' learning is influenced by the negative behaviors. Motivation, curiosity, and academic self-efficacy have been found to have a positive relationship with learning. When misbehaviors were present cognitive learning and motivation were not found to be significantly influenced by misbehaviors. Academic self-efficacy and curiosity were found to be negatively influenced by specific teacher misbehavior. Further discussion and implications were discussed.
Recommended Citation
Banfield, Sara R., "How do college/university teacher misbehaviors influence student cognitive learning, academic self-efficacy, motivation, and curiosity?" (2009). Graduate Theses, Dissertations, and Problem Reports. 3514.
https://researchrepository.wvu.edu/etd/3514