The importance of teachers' emotions and instructional behavior for their students' emotions - An experience sampling analysis
The importance of teachers' emotions and instructional behavior for their students' emotions - An experience sampling analysis
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DOI：
10.1016/j.tate.2014.05.002
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发表时间：
2014-10-01
影响因子：
3.9
通讯作者：
Ranellucci, John
中科院分区：
文献类型：
--
作者：
Becker, Eva Susann;Goetz, Thomas;Ranellucci, John
本研究旨在探讨教师情绪、教学行为与学生情绪之间的关系。149名学生（55%的女性，M年龄= 15.63岁）评价他们的教师的情绪（喜悦，愤怒，焦虑）和教学行为，以及他们自己的情绪在一个经验抽样研究，平均15节课，在四个不同的主题领域。个体内多水平回归分析显示，知觉到的教师情绪和教学行为对学生情绪有显著的预测作用。结果表明，教师的情感对学生的情感和教师的教学行为同样重要。交叉理论的理论意义和教师的实际建议进行了讨论。(C)2014爱思唯尔有限公司版权所有。
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. (C) 2014 Elsevier Ltd. All rights reserved.