Journal Article10.1037/A0014695
Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment
TL;DR: In this article, the authors examined the relationship between teacher and student enjoyment and found that teacher's enjoyment and student's enjoyment within classrooms are positively linked and that teacher enthusiasm mediates the relationship.
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Abstract: In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers' reports of their enjoyment of teaching were available (N = 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students' previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom.
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Citations
Revising and Validating Achievement Emotions Questionnaire - Teachers (AEQ-T)
Ji Hong,Youyan Nie,Benjamin C. Heddy,Gumiko Monobe,Jiening Ruan,Sula You,Hitomi Kambara +6 more
- 24 Feb 2016
TL;DR: In this paper, a revised version of the AEQ-T was used to measure teachers' anger, anxiety, and enjoyment related to instruction in an Asian context, which was tested using exploratory factor analysis for 150 Japanese teachers and then cross-validated with 208 Korean teachers using Confirmatory Factor Analysis.
Teacher competencies through the prism of educational research
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Rendimiento académico y las dimensiones personal y contextual del aprendizaje socioemocional: evidencias de su asociación en estudiantes chilenos
TL;DR: In this paper, the associations between individual self-steem and socio-emotional well-being and contextual features of socioemotional learning and academic success in Chilean elementary students were tested.
Teacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom
TL;DR: In this article, the authors demonstrate the importance of a psychobiological ambulatory assessment (AA) approach to investigate teacher stress, in contrast to purely subjective measures, and discuss classroom disruptions as the primary stress factor within the classroom and how a multimethod AA approach using psychological measures while simultaneously recording classroom disruptions and biological stress reactions of teachers would enable a much deeper understanding of stressful transactional processes taking place in the classroom.
Critical Events, Emotional Episodes, and Teacher Attributions in the Development of Teacher Identities
Paul A. Schutz,Sharon L. Nichols,Samantha Schwenke +2 more
- 01 Jan 2018
TL;DR: In this paper, a framework for describing a process of teacher identity development is proposed, and four key features of this pathway emerge from teachers' reflections of critical events in their first year of teaching: goals, standards, and beliefs; identity emotional episodes; attributions, and identity adjustment.
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