Date of Graduation
College of Education and Human Services
Learning Sciences and Human Development
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.
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.