Emotion in Teaching and Learning: Development and Validation of the Classroom Emotions Scale

By Scott Titsworth, Margaret Quinlan, Joseph P. Mazer. 2010

127 citations recorded by the source corpus.

Subfields: Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/af0a09464b6fb7a710d44e062fbc45b89a19d28f

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Citations in the corpus

‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “Most studies on emotions in higher education are either focused on the students’ emotions (e.g. Beard, Clegg, and Smith 2007; Titsworth, Quinlan, and Mazer 2010; Stephanou and Kyridis 2012; Storrs 2012; White 2012), or on profession-related emotions experienced by university staff, such as stress,…”
The Dark Side of Emotion in the Classroom: Emotional Processes as Mediators of Teacher Communication Behaviors and Student Negative Emotions (2014, methodology): “The relative positive or negative emotions experienced by students are related to their perceptions of cognitive, affective, and behavioral learning (see Horan, Martin, & Weber, 2012; Titsworth et al., 2010).”
Development and Validation of the Student Interest and Engagement Scales (2012, unknown): “The scale has enjoyed use in prior research (Titsworth et al., 2010).”
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): “Researchers using ERT have examined how teacher communication behaviors are related to positive or negative emotional valence (see Titsworth et al., 2010), whether emotional responses mediate relationships between teachers’ communication and students’ affect (Wang & Schrodt, 2010), as well as the…”