Antecedents of teachers’ emotions in the classroom : an intraindividual approach

Becker, Eva S.; Keller, Melanie; Götz, Thomas; Frenzel, Anne C.; Taxer, Jamie L.

Antecedents of teachers’ emotions in the classroom : an intraindividual approach

Dateien

Becker_0-291723.pdfGröße: 1.97 MBDownloads: 364

Datum

2015

Autor:innen

Becker, Eva S.

Keller, Melanie

Götz, Thomas

Frenzel, Anne C.

Taxer, Jamie L.

Open Access-Veröffentlichung

Open Access Gold

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Frontiers in Psychology. 2015, 6, 635. eISSN 1664-1078. Available under: doi: 10.3389/fpsyg.2015.00635

Zusammenfassung

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers’ emotions in the classroom. More specifically, the relationships between students’ motivation and discipline and teachers’ enjoyment and anger were explored, as well as if these relationships are mediated by teachers’ subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2–3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students’ motivation and discipline explained 24% of variance in teachers’ enjoyment and 26% of variance in teachers’ anger. In line with theoretical assumptions, after introducing teachers’ subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers’ enjoyment and anger respectively. The effects of students’ motivation and discipline level on teachers’ emotions were partially mediated by teachers’ appraisals of goal conduciveness and coping potential. The findings imply that since teachers’ emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.

Fachgebiet (DDC)

150 Psychologie

Schlagwörter

teacher emotions, cognitive appraisals, classroom conditions, emotional states, intraindividual approach, diary, anger, enjoyment

Zitieren

ISO 690

BECKER, Eva S., Melanie KELLER, Thomas GÖTZ, Anne C. FRENZEL, Jamie L. TAXER, 2015. Antecedents of teachers’ emotions in the classroom : an intraindividual approach. In: Frontiers in Psychology. 2015, 6, 635. eISSN 1664-1078. Available under: doi: 10.3389/fpsyg.2015.00635

BibTex

@article{Becker2015Antec-31061,
  year={2015},
  doi={10.3389/fpsyg.2015.00635},
  title={Antecedents of teachers’ emotions in the classroom : an intraindividual approach},
  volume={6},
  journal={Frontiers in Psychology},
  author={Becker, Eva S. and Keller, Melanie and Götz, Thomas and Frenzel, Anne C. and Taxer, Jamie L.},
  note={Article Number: 635}
}

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Universitätsbibliographie

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