Teacher enthusiasm: Dimensionality and context specificity

By M. Kunter, A. Frenzel, Gabriel Nagy, J. Baumert, Reinhard Pekrun. 2011

388 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/af964793056ef80018da2fe066902fbb9cc15c8f

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In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Classroom discipline problems have also been found to be one of the main predictors of teacher stress (Abel and Sewell 1999; McCarthy et al. 2015) and also impede on teacher enthusiasm (Kunter et al. 2011).”
Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy (2014, background): “However, recent studies have largely tried to define enthusiasm as an affective construct in the domain of positive emotions and intrinsic motivation (Kunter et al., 2011; Patrick et al., 2000).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “Teacher enthusiasm has been identified as one of the defining features of good teachers and also as a key indicator of instruction quality (Kunter et al., 2011).”
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “competence cover aspects such as self-efficacy (Klassen, Tze, Betts, & Gordon, 2011; Zee & Koomen, 2016) and teaching enthusiasm (Kunter et al., 2011).”
Longitudinal relations between teaching-related motivations and student-reported teaching quality (2017, background): “…emotion and an intrinsic type of motivation (Kunter et al., 2011).1 Accordingly, teacher enthusiasm is investigated in research on both teachers' emotions (see e.g., Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009, labeled as teacher enjoyment) and motivation (see e.g., Kunter et al., 2011).”
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “It has been differentiated into enthusiasm for teaching and enthusiasm for the subject matter taught (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009; Kunter et al., 2008, 2011, 2013).”
Teacher Enthusiasm: Reviewing and Redefining a Complex Construct (2015, background): “items of the expanded instrument are listed in Table 5 (Kunter et al. 2011).”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, methodology): “As was described above, Kunter et al. (2008, 2011) proposed the conceptions of teaching enthusiasm (enjoyment of teaching) and subject enthusiasm (enjoyment of the subject).”