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  1. Nov 8, 2021 · In keeping with our conceptual model, we first address findings on teacher-student emotion transmission. Second, we consider the evidence for links between teacher emotions and student outcomes, while differentiating between the evidence on valence-congruent and valence-incongruent findings.

  2. Dec 10, 2020 · Emotions are part of humans’ everyday life and play an important role in teachers’ and students’ daily classroom interactions. Recent years saw an impressive uptick in investigations on discrete emotions of both teachers and students (for an overview see Pekrun & Linnenbrink-Garcia, Citation 2014).

    • Melanie M. Keller, Eva S. Becker
    • 2020
  3. Mar 15, 2015 · Students’ engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers’ emotional experiences in class.

    • Gerda Hagenauer, Tina Hascher, Simone E. Volet
    • 2015
  4. Jul 9, 2024 · The quality of teacher-studentsrelationships is a significant predictor of teachers’ emotional experiences in the classroom (Hagenauer et al., 2015; Klassen et al., 2012; Taxer et al., 2019). Close and warm relationships with students are associated with joy and less anxiety and anger.

  5. Jul 27, 2023 · The results show a significant relationship between the emotions of teachers and students, indicating, on the one hand, that teachers’ emotions are involved in students’ emotions and instructional behavior. Nevertheless, students’ emotions also predict teachers’ emotions’ in classroom instructions (Becker et al., 2014).

  6. Accordingly, once teachers experience and express emotions, those emotions can affect students in at least three ways. First, emotions can directly transmit from teachers to students. Second, teacher emotions are critical in shaping the quality of teacher-student relationships.

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  8. Dec 1, 2022 · They found that the teacher's positive emotions enhanced students' self-reported pleasure, the teacher's negative emotions enhanced students' productivity, and the teacher's neutral emotions enhanced students' collaborative satisfaction and a greater willingness to continue collaborating with their group.

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