The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride?

Titsworth, Scott; McKenna, Timothy P.; Mazer, Joseph P.; Quinlan, Margaret M.

doi:10.1080/03634523.2013.763997

Cited by 70 publications

(67 citation statements)

References 38 publications

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“…In line with this reasoning and previous studies that examined links between teaching characteristics and student emotions, we expect teachers' communicative clarity and individualized support to foster students' enjoyment of lessons, because, implicitly, these features foster students' control appraisals (e.g., Goetz et al 2013;Hagenauer and Hascher 2010;Titsworth et al 2013). By providing comprehensible explanations, by using illustrative examples and plain language, and by assisting to overcome individual difficulties with feedback, hints and encouragement, teachers can strengthen students' expectations to cope successfully with instructional demands.…”

Section: Mechanisms and Mediators Of Transmitting Enjoymentmentioning

confidence: 70%

Enjoying working and learning in vocational education: a multilevel investigation of emotional crossover and contextual moderators

Warwas

Helm

2017

Empirical Res Voc Ed Train

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Background: Students' positive emotions, such as enjoying learning activities at school, are increasingly recognized as being conducive to learning. Researchers therefore seek to understand the roles that teachers' emotions and instructional behaviours play for promoting activity-related enjoyment among their students. This study is the first to investigate emotional crossover in vocational classrooms, combining ControlValue Theory and Broaden-and-Built Theory to substantiate potentially mediating teaching characteristics (clarity and support, enthusiastic teaching, application-orientation). Moreover, this study explores contextual moderators of crossover by comparing different types of training (classes in dual and in school-based training programs) as well as different domains of training (commercial, technical, and social occupations).Methods: Survey data were gathered from 77 teachers and 1522 students with a temporal distance of about 5 months, covering a considerable period of instructional interaction. Data were examined with multilevel latent contextual models, which allow controlling for measurement and sampling errors as well as for potential confounders when testing mediation and moderated mediation in nested data structures. Results and conclusions:Mediation analysis for the full sample indicates substantial positive relations between (a) teachers' work enjoyment and teaching characteristics, and between (b) teaching characteristics and students' enjoyment of lessons. Still, crossover of activity-related emotions cannot be empirically established. Moderator analyses reveal that crossover occurrence is not a function of training type. However, positive relations between teaching characteristics and students' enjoyment vary in strength across the three contrasted vocational domains, and the same applies to positive associations between teachers' enjoyment and teaching characteristics. Consequently, crossover effects are demonstrable only in commercial classes. The paper therefore discusses methodological issues, further research needs and practical implications.

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Section: Mechanisms and Mediators Of Transmitting Enjoymentmentioning

confidence: 70%

Enjoying working and learning in vocational education: a multilevel investigation of emotional crossover and contextual moderators

Warwas

Helm

2017

Empirical Res Voc Ed Train

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“…Although this body of work adds specificity to our understanding of emotional reactions, the three emotional processes of valence, work, and support are best understood as lenses for interpreting emotional experiences, rather than actual emotional reactions. To better define emotional reactions, specific discrete emotions (e.g., enjoyment, hope, and pride) should be studied (Mazer, 2012(Mazer, , 2013a(Mazer, , 2013bMazer, McKennaBuchanan, Quinlan, & Titsworth, 2014;Titsworth, McKenna, Mazer, & Quinlan, 2013).…”

Section: Classroom Emotionsmentioning

confidence: 99%

“…Multidimensional: verbal and written clarity Convergent validity (Li et al, 2011;Mazer, 2013aMazer, , 2013bMazer et al, 2014;Titsworth et al, , 2013 (Schrodt et al, 2007) Concurrent validity (Schrodt et al, 2007) Predictive validity Schrodt et al, 2008) Discriminant validity Schrodt et al, 2008 (Chory, 2007;Chory et al, 2014;Horan et al, 2012; Discriminant validity (ChoryAssad & Paulsel, 2004; Parental Academic Support (2012) assessment. Critics of the Learning Loss Scale report that the reliability is difficult to assess (Rubin, 2009); the measure is not amenable to factor analysis (Hooker & Denker, 2013); learning loss shares a limited relationship with other cognitive learning measures (Hooker & Denker, 2013); the assessment relies on students' perception of what they have learned (Hess, Smythe, & Communication 451, 2001); and others might question whether the measure is a true cognitive indicator, since the two items feature students' affective perceptions of learning, without benefit of test scores.…”

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confidence: 99%

Measurement in Instructional Communication Research: A Decade in Review

Mazer¹,

Graham²

2015

Communication Education

Self Cite

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Periodic assessment and scrutiny of the discipline's measurement practices, instruments, and research findings are necessary to provide clarity and direction by revealing what we know, how we know it, and where the knowledge gaps exist. Reflective reviews have produced ample appraisals of the theory, research, and methods employed in the conduct of instructional communication scholarship. The scope of the present effort is twofold and includes both description and critical assessment and evaluation of 21 instruments published post 2004 in journal outlets that traditionally feature instructional communication research. The reliability, validity, and usefulness of each measure are examined, measurement practices are critiqued, and problems are identified. The manuscript concludes by offering several recommendations for measurement in instructional communication research.

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“…For centuries, Eastern societies have regarded emotions as internal processes, deeming it inappropriate to reify emotions as independent, object-like entities (Uchida and Kitayama 2009). In contrast, Western thought has assumed a conventional dualism between thinking and feeling (Titsworth et al 2013). This theoretical tradition limited the scope of emotions research in educational settings for many years.…”

mentioning

confidence: 99%

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

Butz

Stupnisky

Pekrun³

2015

Research in Learning Technology

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Synchronous hybrid delivery (simultaneously teaching on-campus and online students using web conferencing) is becoming more common; however, little is known about how students experience emotions in this learning environment. Based on Pekrun's (2006) control-value theory of emotions, the dual purpose of this study was first to compare synchronous hybrid students who attend online versus on-campus in terms of control, value, emotions and perceived success and second to compare students' degree of emotional activation in the domains of programme achievement and technology use. Survey data from 101 graduate business students revealed that online students reported significantly higher levels of technology-related anger, anxiety and helplessness. Furthermore, in comparison to their on-campus counterparts, online students more clearly separated their emotions in terms of programme achievement and technology use. Emotions related significantly to students' perceived success for both programme achievement and technology use, and mediated the effects of control and value appraisals on perceived success.

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The Bright Side of Emotion in the Classroom: Do Teachers' Behaviors Predict Students' Enjoyment, Hope, and Pride?

Cited by 70 publications

References 38 publications

Enjoying working and learning in vocational education: a multilevel investigation of emotional crossover and contextual moderators

Enjoying working and learning in vocational education: a multilevel investigation of emotional crossover and contextual moderators

Measurement in Instructional Communication Research: A Decade in Review

Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

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