Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy

By Qin Zhang. 2014

91 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a1300387e82d1297068696740c60dfec91b5024d

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Rosemary Callingham
2. C. Carmichael
3. H. Watt
4. Sarah K. Tauber
5. Shana K. Carpenter
6. A. Witherby
7. Paul W. Richardson
8. Rachael D. Robnett

In Social Psychology

1. Rosemary Callingham
2. C. Carmichael
3. H. Watt
4. Paul W. Richardson
5. Rachael D. Robnett

Citations in the corpus

• On Students’ (Mis)judgments of Learning and Teaching Effectiveness (2020, background): “Indeed, enthusiastic nstructors readily increase students’ affective responses such s self-reported ratings of enjoyment (Frenzel, Goetz, Luedtke, ekrun, & Sutton, 2009), interest (Keller, Goetz, Becker, orger, & Hensley, 2014), and engagement (Zhang, 2014).”
• Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, background): “In support of this Zhang (2014) reported a strong association between student perceptions of teacher enthusiasm for teaching and students' reported emotional engagement.”