The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed to perceived learning to truly measure how a students' learning is influenced by the negative behaviors. Motivation, curiosity, and academic self-efficacy have been found to have a positive relationship with learning. When misbehaviors were present cognitive learning and motivation were not found to be significantly influenced by misbehaviors. Academic self-efficacy and curiosity were found to be negatively influenced by specific teacher misbehavior. Further discussion and implications were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]