The Importance of Teacher's Emotions and Instructional Behavior for Their Student's Emotions : An Experience Sampling Analysis

Zugehörigkeit
Pädagogische Hochschule Thurgau
Becker, Eva Susann;
Zugehörigkeit
Pädagogische Hochschule Thurgau
Götz, Thomas;
Zugehörigkeit
Pädagogische Hochschule Thurgau
Morger, Vinzenz; Ranellucci, John

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 experiencesampling 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.

Dateien

Zitieren

Zitierform:
Zitierform konnte nicht geladen werden.

Rechte

Nutzung und Vervielfältigung:
Alle Rechte vorbehalten