ABSTRACT The purpose of this study was to investigate instructor messages following perceived misbehavior, as well as students’ desired communication. Specifically, this study extends literature on accounts and sincere amends into the college classroom. Student descriptions of actual and desired instructor responses suggest that instructors most often disregard misbehaviors, while students most often desire apologies and/or offers of compensation. Students wanted compensation following competence-based misbehaviors and apologies following integrity-based misbehaviors. Competence-based misbehaviors were viewed as less severe than integrity-based misbehaviors and were more likely to be followed by sincere amends. Students were more likely to enroll in future classes with an instructor who utilized sincere amends messages. Practical implications for instructor communication and teacher training are discussed.

中文翻译：

---

教师对基于诚信和能力的不当行为进行说明和真诚的修正

摘要 本研究的目的是调查在感知到的不当行为后的教师信息，以及学生想要的交流。具体而言，本研究将有关帐户和真诚修正的文献扩展到大学课堂。学生对实际和期望的教师反应的描述表明，教师最常无视不当行为，而学生最常希望道歉和/或提供补偿。学生希望在基于能力的不当行为后得到补偿，并在基于诚信的不当行为后道歉。基于能力的不当行为被认为不如基于诚信的不当行为严重，并且更有可能被真诚地纠正。学生更有可能与一位使用真诚修正信息的讲师一起参加未来的课程。