Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

By M. Kunter, Y. Tsai, U. Klusmann, Martin Brunner, S. Krauss, J. Baumert. 2008

514 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/40be9fa1d580139ab4c09fa741821ebfae4b7bfa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Thomas Goetz
2. M. Kunter
3. O. Lüdtke
4. A. Frenzel
5. Ulrich Trautwein
6. Reinhard Pekrun
7. H. Watt
8. J. Baumert

In Experimental and Cognitive Psychology

1. O. Lüdtke
2. Reinhard Pekrun
3. Ulrich Trautwein
4. Thomas Goetz
5. A. Frenzel
6. H. Watt
7. M. Kunter
8. Chengchen Li

Citations in the corpus

• Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest (2014, background): “In research, teacher enthu siasm has been described as a teacher’s positive affective experi ences when engaged with teaching (Kunter, Frenzel, Nagy, Baumert, & Pekrun, 2011; Kunter et al., 2008).”
• Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, unknown): “Blomeke, Suhl, Kaiser, & Dohrmann, 2012 ; Kunter, Tsai, Klusmann, Brunner, Krauss, & Baumert, 2008 ).”
• The COACTIV Model of Teachers’ Professional Competence (2013, background): “In contrast to this instrumental conception of teacher enthusiasm as a form of classroom engagement, COACTIV conceptualizes enthusiasm as an individual teacher characteristic (Kunter et al. 2008).”
• Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement. (2014, background): “Kunter et al. (2008) showed that enthusiasm for teaching was a significant predictor of the instructional behavior of teachers, including closely monitoring student behavior, challenging students cognitively, and providing social support for students.”
• Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, methodology): “The modeling and empirical analysis of teacher competence therefore involves motivational components, including career choice motivation (Blömeke et al. 2012; Kunter et al. 2008).”
• Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, methodology): “As was described above, Kunter et al. (2008, 2011) proposed the conceptions of teaching enthusiasm (enjoyment of teaching) and subject enthusiasm (enjoyment of the subject).”
• Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “…enthusiasm, i.e., enthusiasm as nonverbal expressiveness and as instructional behavior (e.g., Rosenshine, 1970), and (b) experienced enthusiasm as affective experience (Keller et al., 2016; but see Kunter et al., 2008 for a conceptualization of enthusiasm as affective-motivational teacher factor).”
• Learning and Emotion: Perspectives for Theory and Research (2010, background): “…topic for student learning: Some first results outline the positive effects of positive teacher emotions (e.g. Hargreaves, 1998; Witcher et al, 2001; Kunter et al, 2008): teachers who enjoy teaching are more creative and more supportive during student learning than teachers who enjoy teaching less.”
• Longitudinal relations between teaching-related motivations and student-reported teaching quality (2017, background): “…associations between aspects of teacher motivation and teaching characteristics such as autonomy support or monitoring (e.g., Hein et al., 2012; Kunter et al., 2008; Morris-Rothschild & Brassard, 2006; Pelletier, S eguin-L evesque, & Legault, 2002; Roth, Assor, Kanat-Maymon, & Kaplan, 2007).”
• Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “It has been differentiated into enthusiasm for teaching and enthusiasm for the subject matter taught (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009; Kunter et al., 2008, 2011, 2013).”
• Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, background): “Teachers can model emotional engagement through their own enthusiasm (Fredricks, 2011) to positively influence students’ emotional engagement (e.g., Kunter et al., 2008).”
• Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, background): “On the one hand, this means that they are engaged and enthusiastic about teaching, which is accompanied by feelings of enjoyment, excitement, and pleasure (Kunter et al., 2008).”