The influence of students’ perceptions of teacher criticism styles on their intention to improve disruptive classroom behavior in physical education: A structural equation model based on academic emotion mechanisms
Jing Bai, Qiaoni Shen, Kai Huang, Yingchen C Bi · 2026
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Description
Jing Bai, Qiaoni Shen, Kai Huang, and Yingchen C Bi examine, in 2026 work, how teacher criticism style shapes whether students intend to fix disruptive behavior in physical education classes. Questionnaires from 583 Chinese middle school students fed a model where classroom anger, anxiety, and helplessness carry the effects. Constructive criticism names the problem and offers a fix, while destructive criticism blames without guidance.
Constructive criticism worked through lower anger and helplessness, though not through anxiety. Destructive criticism flowed through all three emotions and fared worse overall. Students read respectful, specific feedback as guidance rather than personal attack. PE teachers should favor concrete, improvement-focused criticism to support self-correction.
Catalog record
| CREATOR | Jing Bai, Qiaoni Shen, Kai Huang, Yingchen C Bi |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 56873 |
| LICENSE | https://creativecommons.org/licenses/by/4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |