|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|373953||622460||2014||12 صفحه PDF||سفارش دهید||دانلود رایگان|
• Teachers' emotions are an important predictor of students' emotions in class.
• Teachers' emotions and instructional behavior in class are of comparable importance.
• Structural relations were consistent across four different school domains.
• Students' mood shapes how teachers' emotions and instructions are perceived.
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.
Journal: Teaching and Teacher Education - Volume 43, October 2014, Pages 15–26