Classroom Culture When Students are Reluctant to Learn Online: Student Dissent Behaviors Explained by Their Self-Efficacy, Control of Learning, and Intrinsic Motivation

Student beliefs about classroom culture, instructor behaviors, and their own abilities to learn significantly influence academic engagement. COVID-19 has drastically altered the environment, forcing many students into a virtual learning platform they may not have preferred or felt comfortable with. Whether it is fault of who are dissatisfied engage in instructional dissent. This study examined clarity, relevance, self-efficacy, intrinsic motivation, distributive justice, procedural interactional justice on student The data supported six modified models, indicating significant difference between students’ expressive, rhetorical, vengeful dissent behaviors based whether were enrolled platform.