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.

中文翻译：

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教师行为不端和数学焦虑

教员的不良行为（即对立，演讲）被确定为对学生在课堂上的成功产生负面影响的教员行为。数学焦虑也被认为是学生在定量推理课程中取得成功的障碍。本研究假设教师的不当行为实际上是非即刻的行为，这是一组教学行为，会增加学生感知到的与他们的导师经历的心理距离（即，感知的即时性）。因此，本文预测教师的不当行为会减少学生的直觉，从而增加学生的数学焦虑。数据支持了这种中介关系。