Classroom emotional climate, student engagement, and academic achievement

By M. Reyes, Marc A. Brackett, Susan E. Rivers, Mark White, Peter Salovey. 2012

1,222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c17ca5c564185e07b0f0a6672988fa9c18d7fdd9

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In Education

Citations in the corpus

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Other studies indicated a chain of influence in which students’ classroom or school engagement mediated the effect of other school climate components on academic achievement (e.g., Liem & Martin, 2011; Morin et al., 2014; Reyes et al., 2012).”
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “Having a good relationship with the teacher based on positive emotional interactions and reciprocal trust is conducive to learning (e.g. Reyes et al., 2012), and thus socialemotional aspects of the teacher–student relationship are inherent to many classroom instruction models (Kunter et al., 2013;…”
Do teachers’ years of experience make a difference in the quality of teaching? (2020, background): “…to teacher experience by examining more direct indicators of teaching quality, speci ﬁ cally teachers ’ observed classroom behaviours in areas of classroom management, social support for students, and instruction (Reyes, Brackett, Rivers, White, & Salovey, 2012; Rucinski, Brown, & Downer, 2018).”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “The strongest association was between teachers’ emotional support and EMEN, which is in line with previous research (e.g., Patrick et al., 2007; Reyes et al., 2012; Roorda et al., 2011; Skinner et al., 2008).”
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, neutral): “During the elementary school years, students have been found to be more engaged in the classroom (Reyes et al., 2012) and academically efficacious (Ross et al., 2001) when their teachers’ self-efficacy is high.”