Shame, Pride, and Relational Trauma

Benau, Ken

doi:10.4324/9780429425943-2

Cited by 1 publication

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Section: Introductionmentioning

confidence: 99%

“…Like many other psycho-emotional constructs, student’s shame may come in different types and forms including transient (state) shame, chronic (trait) shame, internalized shame, toxic (debilitative) shame, and healthy (facilitative) shame ( Benau, 2022 ). Drawing on the seminal works of Benau (2022) and Brandell and Ringel (2019) each type of shame is defined as what follows. According to these scholars, transient or state shame appears when an individual makes a minor mistake that usually passes quickly without causing problems in his/her life or career.…”

Section: Introductionmentioning

confidence: 99%

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A theoretical review on the role of positive emotional classroom rapport in preventing EFL students’ shame: A control-value theory perspective

Kang

2022

Front. Psychol.

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BackgroundSecond/foreign language teaching has been considered as a dialogic and interactive job in which teachers’ and students’ emotions and behaviors are closely connected to each other. When there is a harmonious and positive relationship between the teacher and students in the classroom, many favorable academic outcomes may emerge. A bulk of research has endorsed the power of positive emotional classroom rapport in EFL contexts. However, its role in preventing negative students’ emotions like shame, as an achievement emotion, in terms of perceived control and value tasks has rarely (if any) caught scholarly attention.ObjectiveThis study aimed to provide insights into the role of emotions in L2 education and the way students’ shame can be prevented or curbed in light of a positive emotional classroom rapport.Method/DesignThis article systematically reviewed the theoretical and empirical underpinnings of EFL teachers’ positive emotional classroom rapport and students’ shame in light of the control-value theory.ResultsIn this research, it was asserted that by building a positive emotional classroom rapport EFL teachers can block and even eliminate students’ shame.ImplicationsThe study offers practical implications to EFL teachers, trainers, principals, and researchers by increasing their knowledge and abilities in managing psycho-emotional mechanisms and factors and enriching interpersonal aspects of EFL education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%