Student Negative Emotions and Instructional Dissent With Misbehaving Instructors

• In Event: Top Papers in Instructional Communication Division

Abstract

The purpose of the current study was to examine the mediating effects of students’ negative emotions on the relationship between instructor misbehaviors and instructional dissent while also accounting for students’ general levels of emotional exhaustion. Participants were 377 undergraduate students who completed measures of general emotional exhaustion at the end of the semester before indicating class-specific instructor misbehaviors, negative emotions (anger, shame, boredom, and hopelessness), and their own dissent behaviors. Results of the current study suggest student boredom, shame, and hopelessness can give way to anger and ultimately student dissent in classes with misbehaving instructors, especially those who antagonize their students.

Author

• Carrie Delane Kennedy-Lightsey, Stephen F. Austin State U