Student misbehavior is a significant occupational stressor for educators, with numerous emotional consequences threatening their mental well‐being. However, research to date has failed to study the behavioral consequences of student misbehavior among teachers, as such stressors may lead to counterproductive workplace behaviors (CWB) that could decline teachers' performance and school functioning. The current study builds on the stressor–emotion model and frustration‐aggression theory to fill this major gap in the literature. The proposed research model examines the association between student misbehavior and teacher CWB through two indirect pathways. It was hypothesized that job‐related negative affect would mediate the relationship between student misbehavior and CWB, and regulatory prevention focus would moderate the path from student misbehavior to CWB. Data collected from a sample of 330 teachers at two time points revealed that student misbehavior was directly associated with CWB and was indirectly associated with CWB through job‐related negative affect. Additionally, the regulatory prevention focus moderated the relationship between student misbehavior and CWB. The findings of the study help clarify the processes underlying the stressor‐behavior link, as well as the boundary conditions of these processes, which could provide a framework for schools to guide policies and practices regarding supporting educators in their interpretation and response to classroom misbehavior.

中文翻译：

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学生不当行为对教师适得其反的工作行为的时滞影响：负面影响和监管焦点的作用

学生的不当行为对教育工作者来说是一个重大的职业压力源，其许多情绪后果威胁着他们的心理健康。然而，迄今为止的研究未能研究教师中学生不当行为的行为后果，因为此类压力源可能会导致适得其反的工作场所行为（CWB），从而降低教师的表现和学校功能。目前的研究建立在压力源-情绪模型和挫折-攻击理论的基础上，以填补文献中的这一主要空白。拟议的研究模型通过两个间接途径检验学生不当行为与教师 CWB 之间的关联。假设与工作相关的负面影响会调节学生不当行为和 CWB 之间的关系，而监管预防重点会缓和从学生不当行为到 CWB 的路径。在两个时间点从 330 名教师样本中收集的数据显示，学生的不当行为与 CWB 直接相关，并通过与工作相关的负面影响与 CWB 间接相关。此外，监管预防重点缓和了学生不当行为与 CWB 之间的关系。该研究的结果有助于阐明压力源与行为之间联系的潜在过程以及这些过程的边界条件，这可以为学校提供一个框架来指导支持教育工作者解释和应对课堂不当行为的政策和实践。