The importance of teachers' emotions and instructional behavior for their students' emotions : an experience sampling analysis

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.

Fachgebiet (DDC)

150 Psychologie

Schlagwörter

Crossover theory, Emotional contagion, Teacher emotion, Experience sampling, Intraindividual approach, Multilevel analysis

Zitieren

ISO 690

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.2014.05.002

BibTex

@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}
}

RDF

<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/28363">
    <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/28363"/>
    <dc:rights>terms-of-use</dc:rights>
    <dc:creator>Becker, Eva S.</dc:creator>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:contributor>Ranellucci, John</dc:contributor>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2014-07-14T06:25:23Z</dcterms:available>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:contributor>Becker, Eva S.</dc:contributor>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
    <dc:contributor>Götz, Thomas</dc:contributor>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2014-07-14T06:25:23Z</dc:date>
    <dc:language>eng</dc:language>
    <dc:creator>Götz, Thomas</dc:creator>
    <dcterms:title>The importance of teachers' emotions and instructional behavior for their students' emotions : an experience sampling analysis</dcterms:title>
    <dc:creator>Morger, Vinzenz</dc:creator>
    <dcterms:issued>2014</dcterms:issued>
    <dc:contributor>Morger, Vinzenz</dc:contributor>
    <dcterms:bibliographicCitation>Teaching and Teacher Education ; 43 (2014). - S. 15-26</dcterms:bibliographicCitation>
    <dc:creator>Ranellucci, John</dc:creator>
    <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>
  </rdf:Description>
</rdf:RDF>

Universitätsbibliographie

Ja