Publikation: The importance of teachers' emotions and instructional behavior for their students' emotions : an experience sampling analysis
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2014
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Teaching and Teacher Education. 2014, 43, pp. 15-26. ISSN 0742-051X. Available under: doi: 10.1016/j.tate.2014.05.002
Zusammenfassung
The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, M age = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructional behavior, as well as their own emotions in an experience-sampling study across an average of 15 lessons in four different subject domains. Intraindividual, multilevel regression analyses revealed that perceived teachers' emotions and instructional behavior significantly predicted students' emotions. Results suggest that teachers' emotions are as important for students' emotions as teachers' instructional behavior. Theoretical implications for crossover theory and practical recommendations for teachers are discussed.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
150 Psychologie
Schlagwörter
Crossover theory, Emotional contagion, Teacher emotion, Experience sampling, Intraindividual approach, Multilevel analysis
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BECKER, Eva S., Thomas GÖTZ, Vinzenz MORGER, John RANELLUCCI, 2014. The importance of teachers' emotions and instructional behavior for their students' emotions : an experience sampling analysis. In: Teaching and Teacher Education. 2014, 43, pp. 15-26. ISSN 0742-051X. Available under: doi: 10.1016/j.tate.2014.05.002BibTex
@article{Becker2014impor-28363,
year={2014},
doi={10.1016/j.tate.2014.05.002},
title={The importance of teachers' emotions and instructional behavior for their students' emotions : an experience sampling analysis},
volume={43},
issn={0742-051X},
journal={Teaching and Teacher Education},
pages={15--26},
author={Becker, Eva S. and Götz, Thomas and Morger, Vinzenz and Ranellucci, John}
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<dcterms:abstract xml:lang="eng">The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, M age = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructional behavior, as well as their own emotions in an experience-sampling study across an average of 15 lessons in four different subject domains. Intraindividual, multilevel regression analyses revealed that perceived teachers' emotions and instructional behavior significantly predicted students' emotions. Results suggest that teachers' emotions are as important for students' emotions as teachers' instructional behavior. Theoretical implications for crossover theory and practical recommendations for teachers are discussed.</dcterms:abstract>
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