International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 3
Available Online: 15 July 2024
Author/s:
Xu, Yan*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Qilu Normal University, Jinan, China
Landicho, Lida C.
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Guizhou Education University, China
Abstract:
This study focuses on the relationship between teacher misconduct and college students’ learning engagement. A standardized questionnaire was used to investigate 2094 students of different majors in 7 universities in Shandong Province of China. Their grades ranged from first grade to senior grade. The results show that the overall performance of college students is better; In the view of college students, the teacher’s misconduct is not serious, and the teacher’s teaching behavior makes them feel more satisfied. There is a significant negative correlation between learning engagement and teacher misbehavior. Teacher misbehavior can significantly negatively predict learning engagement. Based on this, “the thrive & flourish: sustaining student success program” is proposed, and together these strategies emphasize the importance of supportive educational environments, positive psychological interventions, effective classroom management, and personalized support.
Keywords: teacher misbehavior, learning engagement, program
DOI: https://doi.org/10.5861/ijrsll.2024.031
Cite this article:
Xu, Y., & Landicho, L. C. (2024). Learning engagement and teachers’ misbehavior among Chinese college students. International Journal of Research Studies in Language Learning, 10(3), 91-100. https://doi.org/10.5861/ijrsll.2024.031