The present study explores teacher emotions, in particular how they are predicted by students’ behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel (2014), teachers rated their experienced joy, anger and anxiety during classroom instruction (dependent variable). Students’ motivational behaviour (= engagement), socio-emotional behaviour (= discipline in class) and relational behaviour (= closeness; interpersonal TSR) were assessed as the independent variables. Teachers’ self-efficacy beliefs served as a control variable. Hierarchical regression analysis revealed that the interpersonal relationship formed between teachers and students was the strongest predictor for teachers’ joy (positive relation) and anxiety (negative relation), whereas lack of discipline in class best predicted teachers’ anger experiences. Students’ engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers’ emotional experiences in class.

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Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship

Lewis, Granic and the several chapter authors have produced a rich volume encompassing emotion theory and research with integration to clinical practice.

The book begins with a necessary introduction which defines several key terms one must grasp in order to follow the book with its heavy emphasis on emotion theory. These definitions include dynamic systems theory, non-linear dynamic, state space, chaos theory and variants of self-organization.

The book is otherwise broken into 3 major sections. Intrapersonal processes focuses on internal working emotional systems and their development. Neurobiological processes focuses on the neurobiological equivalents of emotion and emotion development. Interpersonal processes elaborate, in detail, on the role of parent-child relationships, attachment, interpersonal dynamics and the role of marital relationships as a model.

The various chapters take an in depth look at both recent and some more classical research findings. This is interwoven with new thinking of some of the brightest minds in this field today, The chapter on Marital Modelling for example blends theory to this (Washington University) group’s own research, to practical assessment and therapeutic instruments. To whet the theorist/researcher’s appetite, the chapter goes into a mathematical model describing the marital dyad. Finally, it concludes with eight hypotheses that this group is studying toward the development of an empirically based marital intervention. Such a chapter is bound to stir up other researchers’ competitive and collaborative instincts, resulting in the provocation of both thought and emotion.

This book is definitely dense, and, despite its relative brevity, it is geared primarily for a subgroup of research based professionals and interested others. Regardless of this challenge, it is well worth the read as much more than a primer on this evolving and cutting-edge research and clinical area.

Emotion, Development, and Self-Organization: Dynamic Systems Approaches to Emotional Development.

Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between interaction partners, we propose a reciprocal effects model linking teachers’ and students’ enjoyment in class. The model suggests that there are positive reciprocal links between teachers’ and students’ enjoyment and that these links are mediated by teachers’ and students’ observations of each other’s classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 [T1]) was positively related to student perceptions of teachers’ enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students’ engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment

Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine's (School Review 78:499-514, 1970) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs have emerged that may or may not be synonymous with teacher enthusiasm. In this review, we delve into the past four decades of teacher enthusiasm research to provide a potential starting point for a new, consolidated direction in teacher enthusiasm research based on a proposed, holistic definition of enthusiasm which brings together research from the past and can fuel research for the future. We begin by reviewing definitions of teacher enthusiasm and related constructs and, thereafter, put forward a new and integrative definition of teacher enthusiasm that combines the two most prevalent conceptualizations of the construct, namely experienced enjoyment and expressive behavior. Bearing our proposed definition in mind, we go on to present numerous measures that assess teacher enthusiasm, detail research evidence related to its correlates, and finally derive several research implications that, when considered in future research, promise to advance the field.

Teacher Enthusiasm: Reviewing and Redefining a Complex Construct

https://www.zora.uzh.ch/id/eprint/150637/1/Becker_et_al_%282014%29_Importance_of_Teachers_Emotions_Pre-Print.pdf

The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis ☆

https://kops.uni-konstanz.de/bitstream/handle/123456789/29317/Keller_0-258698.pdf;sequence=1

Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest

Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g., direct instruction or small-group work). In the present study we sought to investigate the effect of various types of teaching methods on students’ emotions during mathematics lessons with students’ control-related appraisals (indicated by pace of instruction and perceived choice) mediating this effect. In a sample of 141 Swiss high-school students, discrete emotions, control-related appraisals, and teaching methods were assessed via the experience-sampling method (i.e., highly ecologically valid real-time assessments) over the course of 2 weeks (once per mathematics lesson resulting in 807 total lesson ratings). Of the three main teaching method categories, direct instruction was reported most frequently (42.6%), followed by working individually (24.5%), and working in small groups or pairs (14.1%). Results of multilevel analyses revealed that direct instruction was associated with slightly lower levels of positive emotions and higher levels of boredom compared to the other two teaching methods, whereas there were no significant differences regarding levels of anxiety or anger. The impact of teaching methods on emotions was found to be partly mediated by control-related appraisals. The role of teaching methods for fostering students’ emotions that are conducive to learning is discussed.

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Vinzenz Morger

Papers

The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis ☆

Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest

Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach

Being over- or underchallenged in class : Effects on students' career aspirations via academic self-concept and boredom