An Uncivil Student and an Antagonistic Professor Walk into a Classroom: How Instructor Behavior During Class Conflict Impacts Learning

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Exceptional classroom management (CM) for face-to-face and online classes is vital to instructor success, and importantly, directly impacts students' ability to learn. Classroom conflict may disrupt an instructor's CM and can occur when a student is uncivil (e.g., sidetracks from lecture) or when an instructor misbehaves (e.g., antagonizes students). A small but meaningful line of work suggests that uncivil students and misbehaving teachers negatively impact the learning environment. However, no work has examined how the interaction between an uncivil student and misbehaving teacher impacts learning. As such, the purpose of the current study is to empirically investigate how teacher responses … continued below

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Carey, Caitlyn Nicole December 2022.

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  • Carey, Caitlyn Nicole

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Exceptional classroom management (CM) for face-to-face and online classes is vital to instructor success, and importantly, directly impacts students' ability to learn. Classroom conflict may disrupt an instructor's CM and can occur when a student is uncivil (e.g., sidetracks from lecture) or when an instructor misbehaves (e.g., antagonizes students). A small but meaningful line of work suggests that uncivil students and misbehaving teachers negatively impact the learning environment. However, no work has examined how the interaction between an uncivil student and misbehaving teacher impacts learning. As such, the purpose of the current study is to empirically investigate how teacher responses to student incivility impact cognitive learning in an online learning environment. The project evaluated approximately 252 undergraduate students via an online study. Participants watched a video of an online class in which the professor responds to an uncivil student in one of three different ways: antagonistically, positively, or neutrally. Participants then took a cognitive learning quiz based on the lecture and answered questions about their perception of the instructor, uncivil student, and the learning environment. Results of the one-way ANOVA suggest that how an instructor responded to student incivility did not significantly impact cognitive learning. Secondary analyses also indicated that participant perceptions of the instructor, uncivil student, and learning environment did not significantly relate to cognitive learning. Results of the current study evidence both convergence and divergence with prior work, highlighting the importance of continued experimental investigation of the impact instructor reactions to student incivilities has on learning.

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  • December 2022

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  • Feb. 9, 2023, 5:29 p.m.

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Thumbnail image of item number 1 in: 'An Uncivil Student and an Antagonistic Professor Walk into a Classroom: How Instructor Behavior During Class Conflict Impacts Learning'.
Thumbnail image of item number 2 in: 'An Uncivil Student and an Antagonistic Professor Walk into a Classroom: How Instructor Behavior During Class Conflict Impacts Learning'.
Thumbnail image of item number 3 in: 'An Uncivil Student and an Antagonistic Professor Walk into a Classroom: How Instructor Behavior During Class Conflict Impacts Learning'.
Thumbnail image of item number 4 in: 'An Uncivil Student and an Antagonistic Professor Walk into a Classroom: How Instructor Behavior During Class Conflict Impacts Learning'.

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Carey, Caitlyn Nicole. An Uncivil Student and an Antagonistic Professor Walk into a Classroom: How Instructor Behavior During Class Conflict Impacts Learning, dissertation, December 2022; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc2048667/: accessed May 27, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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