Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages

By Sean M. Horan, Matthew M. Martin, Keith Weber. 2012

88 citations recorded by the source corpus.

Subfields: Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/90f1a8ee0eb69a5b5e4032315d3169516ce02061

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Citations in the corpus

Understanding Students' Classroom Justice Experiences and Responses (2010, background): “In terms of reactions to perceptions of instructors’ unfairness, students reported they most frequently experienced the emotions of anger, pain, and frustration, which is in line with existing instructional fairness work (e.g., Chory-Assad & Paulsel, 2004b; Horan et al., 2010; Paulsel, 2005), and th”
Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, methodology): “Whereas Horan et al. (2012) used Mehrabian to conceptually and operationally define emotional responses from students, Titsworth et al. (2010) defined emotional responses as students’ perceptions of emotional support from the instructor, emotion work required in the class, and the overall emotional…”
The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride? (2013, methodology): “Whereas Horan et al. (2012) used Mehrabian to conceptually and operationally define emotional responses from students, Titsworth et al. (2010) defined emotional responses as students’ perceptions of emotional support from the instructor, emotion work required in the class, and the overall…”
The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions (2014, background): “In addition to studies in communication (e.g., Horan et al., 2012), biomedical research (e.g., Grossberg, 2009) has shown that emotional triggers can influence the strength with which individuals learn information.”