Instructor Misbehaviors and Math Anxiety

IF 1.2 Q3 COMMUNICATION

Communication Reports Pub Date : 2020-01-02 DOI:10.1080/08934215.2019.1675737

Stephanie Kelly, Alfredo Romero, J. Morrow, Z. Denton, Johnny Ducking

引用次数: 18

Abstract

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.

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教师不当行为和数学焦虑

教师不当行为(即对抗、说教)已被确定为对学生在课堂上的成功产生负面影响的教师行为。数学焦虑也被认为是学生在定量推理课上取得成功的障碍。本研究假设教师不当行为实际上是非即时行为，它是一组教学行为，增加了学生对他们与教师之间的心理距离(即感知到的即时性)的数量。因此，本文预测教师不当行为会降低学生的感知即时性，从而增加学生的数学焦虑。这种中介关系得到了数据的支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Communication Reports COMMUNICATION-

CiteScore

3.70

自引率

0.00%

发文量

期刊介绍： Communication Reports (CR), published biannually since 1988, is one of two scholarly journals of the Western States Communication Association (WSCA). The journal publishes original manuscripts that are short, data/text-based, and related to the broadly defined field of human communication. The mission of the journal is to showcase exemplary scholarship without censorship based on topics, methods, or analytical tools. Articles that are purely speculative or theoretical, and not data analytic, are not appropriate for this journal. Authors are expected to devote a substantial portion of the manuscript to analyzing and reporting research data.