Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm

Falcon, Samuel; Admiraal, Wilfried; León, Jaime

doi:10.1016/j.learninstruc.2023.101750

Cited by 9 publications

(6 citation statements)

References 82 publications

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“…In the context of English as a Foreign Language (EFL) education, the concept of social support takes on a particular significance. EFL learners, often navigating unfamiliar linguistic and cultural terrains, rely heavily on social support networks to facilitate their language acquisition journey (Falcon et al [ 3 ]). While the origins of social support theory may be traced back to Cohen's work in developmental psychology, its applicability extends far beyond childhood development [ 27 ].…”

Section: Review Of Literaturementioning

confidence: 99%

“…Social support is a multifaceted construct, encompassing emotional nurturance, practical assistance, and a profound sense of belonging within a supportive network ([ 2 ]; Falcon et al [ 3 ]). It extends beyond the confines of emotional solace to include tangible resources and interactions that EFL individuals receive to confront life's trials [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

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Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality

Luo,

Ahmadi,

Izadpanah

2024

Heliyon

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Section: Review Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality

Luo,

Ahmadi,

Izadpanah

2024

Heliyon

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“…Becker et al (2014), for example, showed that students' perceptions of their teachers' emotions were directly (not mediated via teaching behaviours) related to students' own levels of the same emotions-and concluded that emotions directly cross over in class through behavioural and social cues. Focusing on communication as a means to directly transmit positive emotions, however, research has shown that highly enthusiastic teachers were less likely to use engaging messages, but when they used such messages the more enthusiastic the teachers were the more engaging messages they used (Falcon et al, 2023).…”

Section: Figmentioning

confidence: 99%

How Do Teachers’ Motivation and Emotion Influence Their Instructional Behaviour? A Synthesis of Theoretical Approaches and Empirical Findings

Lazarides¹,

Schiefele²,

Daumiller³

et al. 2023

Preprint

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Teacher motivation and emotion are central prerequisites for the instructional process, as well as for students’ motivational, socio-emotional, and cognitive development. Research findings indicate that teacher motivational and affective characteristics are linked to teaching behaviours, and through these links relate to student educational outcomes. However, the processes through which teachers’ motivation and emotion are linked to their teaching behaviour are still not sufficiently understood. In this synthesis, we review the literature on teacher motivation and emotion and their relations to teaching behaviours and student outcomes. We place a particular focus on the processes that might explain their effects oninstructional behaviours. To identify such processes, we review motivational theories and educational research and deduce research gaps and future research questions. Based on the synthesis of existing research gaps, we propose a heuristic model that conceptualizes the processes that might link teacher motivation and teaching behaviours. Our integrative view should extend our knowledge about how different components of teacher motivation and emotion relate to teaching behaviours.

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“…To sustain high productivity, a teacher needs a proper work context and internal drivers. One driver of the teaching quality is professional enthusiasm (Falcon et al, 2023), which depends on the satisfaction of various criteria, such as professional goals, internal perceptions, attitudes, values, evaluation of the profession, job security, remuneration policies, work environment (Lucksnat et al, 2022) and well-being (Buerkle et al, 2023). To sustain professional enthusiasm, academic staff should be satisfied with the above-mentioned criteria.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Higher Education Management: Career Drivers of Academic Staff

Dehtjare,

Uzule

2023

Journal of Teacher Education for Sustainability

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The quality of higher education (HE) is dependent on many factors, including the quality of teaching. As any profession, teaching is based on internal values and motives of individuals. The goal of the research is to identify the most dominant career drivers of academic staff based on their career motives and values in order to provide HE managers with information relevant to academic staff engagement policies to enable shaping of sustainable education policies at higher education institutions (HEIs). The research goal is grounded in the purpose of human resource management that is designed to stimulate certain employee behavior so that employee actions and intentions could be aligned with corporate strategic goals. If there is a wide gap between the needs and interests of employees and their employer, employee productivity gradually declines, thus decreasing the competitiveness of an organization. The following research question has been formulated: Is there a discrepancy in values between academic staff and managers of HE, who create the work environment for the academic staff? To attain the goal of the research, university lecturers from Ukraine completed Schein’s questionnaire online in 2021, while in 2023 middle- and senior managers of universities from Ukraine, Latvia, and Lithuania were asked to prioritize career drivers for academic staff. Both groups ranked technical / professional competence and service / dedication to a cause as primary priorities. However, the value of security / stability was prioritized only by academic staff, while autonomy / independence and entrepreneurial creativity were selected by HE managers. The research outcomes indicate converging and diverging points in opinions on the career drivers of academic staff. Having this knowledge, HE managers are in a better position to modify the academic workplace to stimulate academic productivity, and enhance business models and quality assurance policies at their institutions on the path towards Sustainable Development Goal 4 “Quality Education”. The diversity of opinions both within and between the groups of academic staff and HE managers supports the need to design human resource management policies consistent with the theory of personalized human resource management for higher productivity. The findings of the study contribute to the global discussion of career drivers of teachers by providing evidence in support of the increasing importance of professional (technical) competences and creative abilities for quality education.

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Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm

Cited by 9 publications

References 82 publications

Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality

Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality

How Do Teachers’ Motivation and Emotion Influence Their Instructional Behaviour? A Synthesis of Theoretical Approaches and Empirical Findings

Sustainable Higher Education Management: Career Drivers of Academic Staff

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