Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment

By A. Frenzel, Betty Becker-Kurz, Reinhard Pekrun, Thomas Goetz, O. Lüdtke. Journal of Educational Psychology, 2017

334 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8d9a4e89f529eea3d9088c9c2ad08d5c0e13a6c0

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In Developmental and Educational Psychology

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Citations in the corpus

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, methodology): “, 2019) and relevant literature (Frenzel et al., 2018), the following questions were developed and revised after initial piloting among two students: What do you think of your English teacher’s teaching? What do you think of her/his enthusiasm? How do you know that? Do you think her/his enthusiasm h”
Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis (2020, background): “inferential processes) which, in turn, positively affects students’ engagement in learning (Frenzel et al., 2018).”
The Construct Validation of the Math Anxiety Scale for Teachers (2019, background): “Teachers’ emotions are critical aspects of their experiences as teachers as well as their students’ learning experiences in the classroom (Chang, 2009; Frenzel et al., 2018; Sutton & Wheatley, 2003).”
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “Over the past years, empirical evidence has accumulated that this process occurs also within classrooms (e.g. Frenzel et al., 2018).”