教师对有问题的学生缺乏偏爱，教师对学生的积极拥抱可能会导致负面影响。在之前的争论中，陈教授建议学生们在对不喜欢的事情做出更少的共同和更严厉的判断时，可能会受到老师行为的影响，然后在做出更规范和无害的喜好判断时。然而，重要的是要强调的是，积极的教师行为会导致同伴拒绝的消极结果。那些被老师表扬得更频繁的学生实际上不太受同学们的喜爱，并且有一种孤立感。老师可能经常表扬他们最喜欢的学生，这种偏爱可能会导致这些学生不太喜欢他们的同学(Chan)。当学校老师通过表扬来改变学生的行为时，这是鼓励其他学生的行为，只要他们表现出来，表扬他们的行为。此外，教师可能会对他们最具行为挑战性的学生给予不平等的表扬，以增加他们的行为表现。如果一个学生看到老师表扬一个同学的行为，仅仅满足了课堂上的期望，他或她可能会认为表扬是同伴讨好老师的标志，但并不是说同伴是被喜欢的人。
澳洲悉尼论文代写:积极和消极对学生的影响
More than teachers revealing their lack of preference towards problematic students, the positive embrace of the teacher for a likeable student can lead to a negative effect. Beyond the previous argument, Chan suggests students may be more influenced by the teacher's behavior when making less common and much harsher judgments about disliking, then when making more normative and innocuous judgments about liking. However, it is important to emphasize the possibility of the opposite that positive teacher behavior will contribute to a negative result of peer rejection. Students who are praised more frequently by the teacher are actually less well-liked by their peers, and a sense of isolation occurs.Teachers may have praised their favorite students frequently, and this favoritism may lead these students to being less liked by their classmates (Chan). When school teachers modify student behavior through praise, this is encouraging desired behaviors from the other students by praising these behaviors whenever they are displayed. Also, teachers may have given an unequal amount of praise to their most behaviorally challenging students, in an effort to increase their displays of appropriate behavior. If a student witnessed the teacher's praise of a classmate for behavior that simply met classroom expectations, he or she might consider the praise as a sign that the peer is ingratiating the teacher, but not as a sign that the peer is someone to be liked.
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