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The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis


Becker, Eva S; Götz, Thomas; Morger, Vinzenz; Ranellucci, John (2014). The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis. Teaching and Teacher Education, 43:15-26.

Abstract

The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, Mage = 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.

Abstract

The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, Mage = 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.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Crossover Theory, Emotional Contagion, Teacher Emotion, Experience Sampling,, , Intraindividual Approach, Multilevel Analysis
Language:English
Date:2014
Deposited On:27 Mar 2018 08:08
Last Modified:26 Jan 2022 16:33
Publisher:Elsevier
ISSN:0742-051X
Funders:SNF
OA Status:Green
Publisher DOI:https://doi.org/10.1016/j.tate.2014.05.002
Official URL:https://www.sciencedirect.com/science/article/abs/pii/S0742051X14000602?via%3Dihub
Project Information:
  • : FunderSNSF
  • : Grant ID
  • : Project TitleSNF
  • Content: Accepted Version
  • Licence: Creative Commons: Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)