Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate

Abstract

This study aimed to examine the effects of interpersonal factors (i.e., teacher and peers) on academic hatred using the hierarchical linear model analysis. The data were collected from 1,015 senior high school students from 43 classrooms (57.3% female) in South Korea. The results showed significant effects of teachers’ academic pressure, autonomy support, and peer support on academic hatred at both the individual and classroom levels. Interestingly, teachers’ academic pressure showed different effects on academic hatred at the individual and classroom levels: a negative effect at the individual level and a positive one at the classroom level. At the classroom level, peer support did not significantly influence academic hatred, while at the individual level, peer support negatively affected academic hatred by interacting with teachers’ autonomy support. This paper discusses the practical implications for preventing academic hatred in the classroom.

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement

“…As Skinner et al (2008) postulated in their model, students who perceived teachers' support positively were more likely to feel satisfied psychologically and then engage more in their learning, ultimately achieving higher attainment of learning. Previous studies on EFL learning also support these assumptions (e.g., Dincer et al, 2019;Lee et al, 2022). Dincer et al (2019) showed that academic English learners who received positive teacher autonomy support were more likely to demonstrate a higher sense of satisfaction and active involvement in the language classroom, thereby increasing the likelihood of obtaining higher grades.…”

“…Based on a large-scale investigation of English speaking learning among Chinese university students, Peng and Woodrow (2010) established that teacher support indirectly predicted students’ engagement in speaking tasks by mediating self-determined perception of their competence (one of the basic psychological needs). Lee et al (2022) also suggested that students with greater autonomy in choosing their favorite speaking tasks would experience greater psychological satisfaction and thus improve their learning engagement.…”

“…Teacher autonomy support refers to the instructional strategies employed to create a classroom setting and teacher-student relationship that foster students’ need for autonomy ( Reeve, 2016 ). Providing students with autonomy offers them more flexibility in choosing their learning objectives, potentially leading to heightened cognitive engagement ( Lee et al, 2022 ). For instance, Vansteenkiste et al (2005) compared 140 first-year undergraduates who received autonomy support from their teachers with the control group and revealed that the former obtained increased need satisfaction, greater autonomous motivation, enhanced classroom engagement, and higher academic achievement.…”

The Contexts of Academic Pressure: Narrative Review

“…Hatred academics is a dimension of academic burnout. Lee et al, (2022) show that apart from being related to changes in individual student characteristics, academic pressure also has an impact on academic results. Students with high academic pressure will avoid academic matters.…”