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

By E. Becker, Thomas Goetz, V. Morger, John Ranellucci. 2014

428 citations recorded by the source corpus.

Abstract The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, M age = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructional behavior, as well as their own emotions in an experience-sampling study across an average of 15 lessons in four different subject domains. Intraindividual, multilevel regression analyses revealed that perceived teachers' emotions and instructional behavior significantly predicted students' emotions. Results suggest that teachers' emotions are as important for students' emotions as teachers' instructional behavior. Theoretical implications for crossover theory and practical recommendations for teachers are discussed.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/554df673baaf9d0572fdee81b990a0c1f03f87d3

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017, background): “Furthermore, in their experiencesampling study on teacher–student emotion links, Becker et al. (2014) also assessed student perceptions of the teacher’s instructional behavior, which those authors broadly conceptualized as the practical relevance of the subject matter and the comprehensibility of…”
Student emotions in class: The relative importance of teachers and their interpersonal relations with students (2018, background): “When determining the relative importance of facets of the classroom environment for students' emotional variability, most studies (e.g., Becker et al., 2014; den Brok et al., 2005; Frenzel et al., 2007) have applied a “classical” multilevel structure with students purely nested in classes and…”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, positive): “…a combination of qualitative and quantitative studies, of experimental and non-experimental studies, of laboratory and field studies, of cross-sectional and longitudinal studies, and of first-person data and 360-degree data collection from different stakeholders (Becker et al., 2014; Šarić, 2015).”
Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros (2017, background): “…intelligence (hereafter EI) on the the teaching-learning process (e.g., Chan, 2006; Allen et al., 2014; Yin et al., 2013); teachers’ emotional regulation (e.g., Cross & Hong, 2012); and, finally, the kinds of impact that teachers may have on the students’ emotions (e.g., Becker et al., 2014).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “These findings highlight the crucial role of the context in teacher emotion, a finding that parallels research on the domain specificity (Goetz et al. 2006) and situation specificity (Becker et al. 2014) of students’ learning emotions.”
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “Empirical findings extend to contagion processes of discrete emotions (Becker et al., 2014), particularly enjoyment (Frenzel et al., 2009) but also to affectively toned constructs such as flow (Bakker, 2005) or interest (Keller, Goetz et al., 2014).”