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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TL;DR: In this article, the authors proposed a holistic mindfulness-based intervention program for teachers in the school setting, which consists of two modules with 9 sessions and each session is expected to last in 60 minutes.
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TL;DR: The joint effects of teachers' enjoyment, anxiety, and boredom on students' enjoyment in higher education settings are investigated. PTE and PTB are the only significant predictors of SE, contributing uniquely and significantly to the overall model.
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