Classroom Policy and Narcissistic Behavior: A Game-Theoretic Approach

Wood, Aaron D.; Borja, Karla; Hoke, Leon

doi:10.1080/87567555.2020.1803191

Cited by 1 publication

(1 citation statement)

References 34 publications

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“…Additionally, the single most commonly reported reason for intense dislike is expressions of disrespect such as dismissiveness or rudeness. Overall, the difficult behaviors cited by teachers who intensely dislike students are consistent with well-established academic problems such as poor study habits (Clump et al, 2004;Gurung & Martin, 2011), academic dishonesty (Belter & du Pre, 2009;Davis & Ludvigson, 1995), incivility (Bjorklund & Rehling, 2009;Boice, 1996;Boysen et al, 2009), narcissism (Wood et al, 2021), and multitasking (Burak, 2012). Moreover, responding effectively to intense dislike of students fits into the broader literature on classroom management (Kuhlenschmidt & Layne, 1999;Svinicki & McKeachie, 2011;Wingert & Molitor, 2009).…”

Section: Intense Dislike Of Studentsmentioning

confidence: 87%

Psychology teachers’ attitudes about students: A comparison of teachers based on history of intense dislike of students.

Boysen¹,

Osgood²,

Price³

2022

Scholarship of Teaching and Learning in Psychology

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About half of college teachers have intensely disliked a student. Teachers report that the primary causes of intense dislike are students' difficult personalities and behaviors. However, differences in teachers' perceptions of students may also be a factor. To investigate this possibility, the current research compared psychology teachers (N = 150) with and without the experience of having intensely disliked a student. Following the methods of stereotype content model research, teachers evaluated the warmth and competence of their most disliked students, best students, and typical students. In addition, they reported their emotional reactions and behavioral intentions toward the students. Although teachers with the experience of intensely disliking a student were more likely to have negative attitudes about their most disliked students, their ratings of best and typical students were similar to teachers who had never intensely disliked a student. Irrespective of the experience of having an intense level of dislike for a student, teachers' ratings of their most disliked students' warmth and competence were significantly lower than the ratings of their best students and typical students. Teachers' most disliked students elicited significantly more contempt and pity, as well as less admiration and envy. Teachers also reported being less likely to help and more likely to harm their most disliked students. Overall, the results suggest that intense dislike of students results from extreme situations rather than teachers' general attitudes about students and that disliked students elicit negative emotions and behavioral intentions.

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