The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

March 23, 2024

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Many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on the disappointment theory, this study aimed to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates Chinese students with English as a medium of instruction.

Teacher Attitude Can Impact Student Motivation

An unfavorable learning environment, English as a compulsory subjective for non-native speakers, lack of confidence, and teachers’ negative attitudes toward students’ learning in English are some important factors that cause demotivation among students. Past research indicates that among other factors, the teacher is the most influential factor for motivation, and that successful learning in a second language, such as English, highly depends on teachers’ attitudes.

Though English is not new in China, in recent years English has received high importance due to the internationalization of the Chinese economy resulting in parents enrolling children in schools where English is the language of instruction.

All Research Hypotheses Turned Out To Be True

A total of 550 students from 10 universities  located in Beijing and Shanghai, China, participated in this survey study. These universities used English as a medium and students in the study had completed compulsory English as a second language course. Out of a total of 548 distributed questionnaires, 428 were received with a response rate of 78%. 257 (60%) were male students, and 171 (40%) were female students. 

• Hypothesis 1: There is a positive relationship between teachers’ discouraging attitudes and student demotivation with English as a medium of instruction.
• Hypothesis 2: There is a positive link between discouraging teaching approaches and student demotivation with English as a medium of instruction.
• Hypothesis 3a: Disappointment with the English language mediates the relationship between teacher attitude and student demotivation.
• Hypothesis 3b: Disappointment with the English language mediates the relationship between teaching approaches and student demotivation.
• Hypothesis 3a: Disappointment with the English language mediates the relationship between teacher attitude and student demotivation.
• Hypothesis 3b: Disappointment with the English language mediates the relationship between teaching approaches and student demotivation.

The researchers concluded that all of their hypotheses were true. The findings show that teachers’ discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction.

Relationship Building Between Teachers and Students May Help Prevent a Drop in Student Motivation

The findings of this study revealed a significant impact of teacher discouraging attitudes and discouraging teaching approaches on student demotivation. The authors was suggested that universities should intervene to ensure that teachers are fostering a positive experience and motivating learning environment for students by way of their attitude and teaching approaches. Due to the high regard the students indicated for their teachers, it was also suggested that universities find ways to foster relationship building between students and teachers by holding sessions where teachers and students can better understand each other’s expectations and issues. Universities were also advised to find meaningful ways for students to practice English to build their motivation and avoid disappointment.

Notable Quotes: 

“Future researchers are suggested to analyze the impact of demographic variables, such as educational background and income level.”

“According to the disappointment theory (Bell,1985), people have expectations from each other, and their emotional, attitudinal, and behavioral responses are based on the fulfillment of those expectations.”

“Students are inspired by their teachers, and when the students find their teachers less energizing, less enthusiastic and have no interest in teaching, they will experience unpleasant feelings.”

Personal Takeaway: 

This study placed a great deal of emphasis on the responsibility of the teacher to ensure responsive instructional practices were employed and a positive/motivating attitude was readily apparent. While the authors acknowledge more data is needed to understand other impacting factors on student motivation (culture, economic status, etc) and this study focused more specifically on teacher instruction and attitude, it was hard to not feel as if teachers were being portrayed as the sole bearers of accountability for student motivation. I thought facilitating conversations between teachers and students that would lead to a better understanding of perspectives and issues around learning was a great idea to build positive relationships.—Matt Browne

Tang, Y., & Hu, J. (2022). The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 13, 985859.