Structure and Antecedents of Academic Emotions:Longitudinal Analyses on Habitual and State Emotions Across and Within School Domains
- Empirische Bildungsforschung
|(2015): Antecedents and Effects of Teachers’ Emotions in the Classroom||
dc.contributor.author: Becker, Eva S.
|(2014): The importance of teachers' emotions and instructional behavior for their students' emotions : an experience sampling analysis Teaching and Teacher Education. 2014, 43, pp. 15-26. ISSN 0742-051X. Available under: doi: 10.1016/j.tate.2014.05.002||
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.
|Sonstige||100014_131717/1||Schweizerischer Nationalfonds||01.10.2011 – 31.03.2015|
|Laufzeit:||01.10.2011 – 31.03.2015|