The influence of teachers' criticism styles on students' intention to improve disruptive classroom behavior: A dual-mediation model of negative academic emotions and teacher-student relationship

(1) When teachers respond to students' disruptive behavior in physical education classes with constructive criticism, they can enhance students' intention to improve their behavior by alleviating negative academic emotions and strengthening teacher-student relationship. (2) When teachers respond to students' disruptive behavior in physical education classes with destructive criticism, they can reduce students' intention to improve their behavior by increasing negative academic emotions and weakening teacher-student relationship. (3) Constructive and destructive criticism have significantly different effects on students' intention to improve disruptive classroom behavior, with constructive criticism demonstrating greater effectiveness in enhancing their intention to improve.