Instructor Misbehaviors and Math Anxiety

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 postulat...

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Bibliographic Details
Published in:Communication reports (Pullman, Wash.) Wash.), 2020-01, Vol.33 (1), p.27-40
Main Authors: Kelly, Stephanie, Romero, Alfredo, Morrow, Jennifer Ann, Denton, Zachary, Ducking, Johnny
Format: Article
Language:English
Subjects:
Anxiety
Behavior
Instructor Misbehaviors
Math Anxiety
Mathematics education
Mathematics teachers
Perceived Immediacy
Student attitudes
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Summary: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.
ISSN:0893-4215
1745-1043
DOI:10.1080/08934215.2019.1675737