Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains

By Thomas Goetz, O. Lüdtke, U. Nett, M. Keller, Anastasiya A. Lipnevich. 2013

195 citations recorded by the source corpus.

Abstract This study investigated the relations between eight characteristics of teaching and students’ academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English). 121 students (50% female; 8th and 11th graders) were asked about their perceptions of teaching characteristics and their academic emotions using the experience sampling method (real-time approach) for a period of 10 school days, with intraindividual analyses conducted using a multilevel approach. Multilevel exploratory factor analysis revealed that the eight teaching characteristics (understandability, illustration, enthusiasm, fostering attention, lack of clarity, difficulty, pace, level of expectation) represented two factors, labeled supportive presentation style (e.g., comprising understandability) and excessive lesson demands (e.g., comprising difficulty). In line with our hypothesis, we found clear relations on the intraindividual level between the two factors of teaching characteristics and students’ academic emotions in the classroom (e.g., supportive presentation style positively related to students’ enjoyment and negatively related to their boredom). Further, and supporting the universality assumption of teaching characteristics/academic emotions relations, the strength of relations between the two factors of teaching characteristics and academic emotions was very similar across the four academic domains. Implications for future research and educational practice are discussed.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8059a1a110ea560559dd66742b611f830b81c1ab

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Citations in the corpus

Student engagement as a function of environmental complexity in high school classrooms (2016, methodology): “Using the ESM with a sample of 121 German 8th and 11th graders, Goetez, Ludtke, Nett, Keller and Lipnevich (2013) investigated the relations between characteristics of teaching (e.g., understandability, illustration, enthusiasm) and students' academic emotions (e.g., enjoyment, pride, anxiety)…”
Teacher emotion regulation strategies in response to classroom misbehavior (2020, methodology): “Due to time constraints for the ESM assessment, we relied on single items to assess teachers’ state affective experiences (for a similar single-item assessment of emotions, see for example, Goetz et al., 2013).”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “Research has shown that students experience a wide range of positive and negative emotions (Goetz et al., 2013; Zembylas et al., 2014), and recently MacIntyre and Vincze (2017) have shown that the ratio of positive to negative emotions is correlated with a wide variety of motivation-related variable”
Student emotions in class: The relative importance of teachers and their interpersonal relations with students (2018, background): “…such as students, teachers and classes, for variability in student emotions (Ahmed,Werf, Minnaert, & Kuyper, 2010; Becker et al., 2014; den Brok, Levy, Brekelmans, & Wubbels, 2005; Frenzel, Pekrun, & Goetz, 2007; Goetz et al., 2013; Goetz, Frenzel, Luedtke, & Hall, 2011; Marsh et al., 2008).”
The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “…for experimenting and solving meaningful problems (Bransford, Brown, & Cocking, 1999), classroom structure (Hospel & Galand, 2016), lesson demands (Goetz et al., 2013), high expectations for student accomplishment (Rubie-Davies, Peterson, Sibley, & Rosenthal, 2015) and relevance of school…”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Goetz et al. (2013) suggest that pedagogies that encourage student control and autonomy are able to support positive emotions.”